CITFair Presentation

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