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The American Council on Pharmaceutical Education
(ACPE) Library and Learning Resources Library and Learning Resources
SubcommitteeSubcommittee Students SubcommitteeStudents Subcommittee Faculty SubcommitteeFaculty Subcommittee Physical and Practice Facilities SubcommitteePhysical and Practice Facilities Subcommittee Financial Resources SubcommitteeFinancial Resources Subcommittee Curriculum SubcommitteeCurriculum Subcommittee Mission, Planning and Assessment Mission, Planning and Assessment
SubcommitteeSubcommittee Organization and Administration Organization and Administration
SubcommitteeSubcommittee Self Study Parent CommitteeSelf Study Parent Committee
Accreditation Survey Progress Target Group Respondents Response Rate
ACPE Student Survey P1 (2008) 93 76.2% P2 (2007) 97 85.1% P3 (2006) 86 71.1% P4 (2005) 79 79.8% Overall 355 77.9%
ACPE Faculty Survey* 43 100.0%
ACPE Alumni Survey 47 15.1%
ACPE Preceptor Survey1 26 14.0% Notes: * 100% response rate based on the participation of all full-time active faculty.
The American Council on Pharmaceutical Education
(ACPE)
The American Council on Pharmaceutical Education
(ACPE)
Standard No. 3. Systematic Assessment of Achievement
Standard No. 13. Evaluation of Student Achievement
Standard No. 14. Curriculum Evaluation
Standard No. 3. Systematic Assessment of Achievement
The College or School should show evidence of using analysis of outcome measures throughout the educational, research, service, and pharmacy practice programs, for purposes of continuing development and improvement, including revisions in curriculum, and modifications of faculty and student policies.
Standard No. 13. Evaluation of Student Achievement
The College or School of Pharmacy should establish principles and methods for the formative and summative evaluation of student achievement.
Standard No. 14. Curriculum Evaluation
Evaluation measures focusing on the efficacy of the curricular structure, content, process, and outcomes should be systematically and sequentially applied throughout the curriculum in pharmacy. Evidence should exist that evaluation outcomes, including student achievement data, are applied to modify or revise the professional program in pharmacy.
Curricular AssessmentCurricular AssessmentSurvey BreakdownSurvey Breakdown
Last Semesters P1 – P3 – Fall Last Semesters P1 – P3 – Fall SemesterSemester
Graduating Class P4 – Spring Graduating Class P4 – Spring SemesterSemester
Alumni – 1–3- 5 years outAlumni – 1–3- 5 years out
Early Assurance vs.
PharmCAS applicantsPharmCAS applicants
Curricular Survey Curricular Survey SummarySummary
Graduating Classes Graduating Classes 2002-20042002-2004
Degree of PreparednessDegree of Preparedness
Curricular AssessmentCurricular Assessment Interpretation of the Survey Interpretation of the Survey
FindingsFindingsCommunicationCommunication
The students feel they are moderately prepared for the The students feel they are moderately prepared for the communication skills pharmacists must have in their activities. communication skills pharmacists must have in their activities. They appear more confident to talk with patients versus other They appear more confident to talk with patients versus other health care professionals.health care professionals.
Pharmacotherapy and Patient CarePharmacotherapy and Patient Care Students believe they are moderately prepared to recommend Students believe they are moderately prepared to recommend
drug therapy and resolve medication related problems. drug therapy and resolve medication related problems.
Professional PracticeProfessional Practice Students feel very positive in determining the legitimacy of a Students feel very positive in determining the legitimacy of a
prescription, providing counseling to their patients, and devising prescription, providing counseling to their patients, and devising methods to ensure patient adherence.methods to ensure patient adherence.
Curricular AssessmentCurricular Assessment Interpretation of the Survey Interpretation of the Survey
FindingsFindingsDrug Drug
Information/PharmacoinformaticsInformation/Pharmacoinformatics Students are very well prepared to collect information to prevent Students are very well prepared to collect information to prevent
or resolve a medication related problem, respond to a request for or resolve a medication related problem, respond to a request for information from another health care provider, and to respond to information from another health care provider, and to respond to a patient’s request for information.a patient’s request for information.
Critical Thinking and Problem SolvingCritical Thinking and Problem SolvingSince 2002, student confidence in making reasonable assumptions Since 2002, student confidence in making reasonable assumptions
and drawing reasonable conclusions when the data is incomplete and drawing reasonable conclusions when the data is incomplete has seemed to decrease.has seemed to decrease.
Pharmacy ManagementPharmacy Management This was consistently the area that students reported they were This was consistently the area that students reported they were
the least prepared to do upon graduation.the least prepared to do upon graduation.
Curricular AssessmentCurricular Assessment Interpretation of the Survey Interpretation of the Survey
FindingsFindingsProfessional Ethics and the Health Professional Ethics and the Health
Care SystemCare System The student’s confidence in recognizing and explaining how social and The student’s confidence in recognizing and explaining how social and
cultural issues impact the health care environment has shown a decrease cultural issues impact the health care environment has shown a decrease to moderate level of preparation since 2002.to moderate level of preparation since 2002.
LeadershipLeadership For this question the student’s answered they feel only moderately For this question the student’s answered they feel only moderately
prepared to assume a leadership role in community and professional prepared to assume a leadership role in community and professional matters. matters.
Overall Most Common Overall Most Common ResponsesResponses
Have a mandatory over the counter drug classHave a mandatory over the counter drug class Have less paperwork in the P4 yearHave less paperwork in the P4 year Need more information on pharmacist to patient Need more information on pharmacist to patient
interaction (perhaps tied into communication)interaction (perhaps tied into communication) More on DMEMore on DME Learn drugs before diseaseLearn drugs before disease Instructors seem to look down upon doing retail Instructors seem to look down upon doing retail
pharmacy when most students stated they plan pharmacy when most students stated they plan on doing that.on doing that.
Medical students are more knowledgeable Medical students are more knowledgeable about drugs and therapeutics in their 4th year about drugs and therapeutics in their 4th year then the Pharm. D. students are.then the Pharm. D. students are.
Areas not covered in the Areas not covered in the Pharm.D. CurriculumPharm.D. Curriculum
AnatomyAnatomy HerbalsHerbals
Courses that should be Courses that should be added to the Pharm.D. added to the Pharm.D.
CurriculumCurriculum InsuranceInsurance AnatomyAnatomy PathologyPathology OTC’sOTC’s Pharmacy ManagementPharmacy Management More on Pharmacy LawMore on Pharmacy Law
Courses that should be Courses that should be deleted from the Pharm.D. deleted from the Pharm.D.
CurriculumCurriculum InformaticsInformatics Pharmacogenetics/Pharmacogenetics/
PharmacogenomicsPharmacogenomics Pharmacoeconomics Pharmacoeconomics
Rotation Survey breaking out different specialties & instructors
EndocrinologyEndocrinology - 10/6/04 - 10/13/04 - 10/6/04 - 10/13/04Angela Wisniewski Angela Wisniewski Nicole Paolini Nicole Paolini
Psychiatry Psychiatry - 10/19/04 -10/26/04- 10/19/04 -10/26/04Terry Bellnier Terry Bellnier
Drug & Alcohol - 10/19/04 - Drug & Alcohol - 10/19/04 - 10/26/0410/26/04
AbuseAbuse Gayle BrazeauGayle Brazeau
ADHDADHD - 10/19/04- 10/26/04 - 10/19/04- 10/26/04Karl FiebelkornKarl Fiebelkorn
DermatologyDermatology - 12/7/04 - 12/14/04 - 12/7/04 - 12/14/04 J Frederick Bennes J Frederick Bennes
Neurology - 12/7/04 - 12/14/04Neurology - 12/7/04 - 12/14/04Francis GengoFrancis Gengo
Gastrointestinal - 12/7/04 - Gastrointestinal - 12/7/04 - 12/14/0412/14/04Timothy Bosinski Timothy Bosinski
Integrated Case Studies - 12/7/04 Integrated Case Studies - 12/7/04 - 2/14/04- 2/14/04Patrick Smith Patrick Smith Angela Wisniewski Angela Wisniewski Nicole Paolini Nicole Paolini
Course Evaluation - 12/07/04 - Course Evaluation - 12/07/04 - 12/14/0412/14/04 Patrick Smith Patrick Smith
Fall 2002Fall 2002
PHM 512PHM 512ADHDADHD 78.18%78.18%
CECE 87.27%87.27%
Drug & Alcohol AbuseDrug & Alcohol Abuse78.18%78.18%
DermatologyDermatology 87.27%87.27%
EndrocrinologyEndrocrinology81.82%81.82%
NeurologyNeurology 87.27%87.27%
GIGI 87.27%87.27%
Integrated Case Studies Integrated Case Studies 87.27%87.27%
PsychiatryPsychiatry 78.18%78.18%
AverageAverage 83.63%83.63%
PHM 512 PHM 512 NeurologyNeurology 93.4%93.4%
Psychiatry/ADHDPsychiatry/ADHD 79.1%79.1%
Drug and Alcohol Drug and Alcohol 62.6%62.6%
Abuse /Abuse /
GastroenterologyGastroenterology
EndocrinologyEndocrinology 61.5%61.5%
Dermatology/CourseDermatology/Course 58.2%58.2%
AverageAverage 71.0%71.0%
Fall 2004Fall 2004
Rotation Survey breaking out different specialties & instructors
Fall 2003 & Fall 2004Fall 2003 & Fall 2004
Back to Back comparisonsBack to Back comparisons
On DeckOn Deck
New Student OrientationNew Student Orientation AdmissionsAdmissions Focus GroupsFocus Groups Peer to PeerPeer to Peer Exit InterviewsExit Interviews
QuestionsQuestions