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Grice GR, DiVall MV, Adams JL, Campbell JA. Letter to the Editor. Am J Pharm Educ 2024; 88:100679. [PMID: 38430986 DOI: 10.1016/j.ajpe.2024.100679] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/23/2024] [Accepted: 02/25/2024] [Indexed: 03/05/2024]
Affiliation(s)
- Gloria R Grice
- Department of Pharmacy Practice, St. Louis College of Pharmacy at University of Health Sciences and Pharmacy in St. Louis, St. Louis, MO, USA.
| | - Margarita V DiVall
- Bouve College of Health Sciences at Northeastern University, Boston, MA, USA
| | - Jennifer L Adams
- L.S. Skaggs College of Pharmacy at Idaho State University, Meridian, ID, USA
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2
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Malcom DR, Park SK, Lebovitz L, Attarabeen OF, Castleberry A, Dey S, DiVall MV, Kirkwood C, Lee KC, Medina M, Sheaffer EA, Weldon D. A National Survey of Perceptions Around Conditions Associated With Pharmacy Faculty Workload Equity. Am J Pharm Educ 2024; 88:100664. [PMID: 38311215 DOI: 10.1016/j.ajpe.2024.100664] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/02/2023] [Revised: 01/22/2024] [Accepted: 01/27/2024] [Indexed: 02/10/2024]
Abstract
OBJECTIVE To assess pharmacy faculty members' perceptions of conditions associated with workload equity and factors that can improve workload equity. METHODS A 26-item survey instrument was developed and distributed via email to members of the American Association of Colleges of Pharmacy Council of Faculties. Questions pertained to the workload distribution, fairness in assignment, and perception of the conditions associated with workload equity (transparency, context, credit, clarity, norms, and accountability) as well as institutional and individual demographics. RESULTS A total of 662 responses were obtained (response rate 15.9%). Respondents' demographics were comparable to available national data. Approximately 41% of respondents reported their institutions did not have a written faculty workload policy. Most respondents reported their workload assignment was fair (highest with research/scholarship) but reported only moderate alignment between assigned and actual workloads. The rating level for what domains the primary decision maker uses to assign workload was highest for context, followed by credit, clarity, and transparency. Transparency was reported as the most needed condition to improve faculty perception of workload equity. Respondents also rated increasing trust between leadership and faculty and increasing productivity and accountability as the most important reasons to minimize workload inequities. CONCLUSION This was the first national survey of pharmacy faculty perceptions around the conditions associated with workload equity. Though additional research is needed in this area, programs can work to implement strategies associated with all of the conditions, particularly transparency, to improve faculty perceptions of equity.
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Affiliation(s)
- Daniel R Malcom
- Sullivan University College of Pharmacy and Health Sciences, Louisville, KY, USA.
| | - Sharon K Park
- Notre Dame of Maryland University, Baltimore, MD, USA
| | - Lisa Lebovitz
- University of Maryland School of Pharmacy, Baltimore, MD, USA
| | - Omar F Attarabeen
- University of Maryland Eastern Shore School of Pharmacy and Health Professions, Princess Anne, MD, USA
| | | | - Surajit Dey
- Roseman University of Health Sciences, Henderson, NV, USA
| | - Margarita V DiVall
- Northeastern University Bouvé College of Health Sciences, Boston, MA, USA
| | - Cynthia Kirkwood
- Virginia Commonwealth University School of Pharmacy, Richmond, VA, USA
| | - Kelly C Lee
- University of California San Diego Skaggs School of Pharmacy and Pharmaceutical Sciences, San Diego, CA, USA
| | - Melissa Medina
- University of Oklahoma Health Sciences Center College of Pharmacy, Oklahoma City, OK, USA
| | | | - David Weldon
- William Carey University School of Pharmacy, Biloxi, MS, USA
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3
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Lebovitz L, Park SK, Dey S, Sheaffer EA, Kirkwood CK, Weldon DJ, Medina MS, Castleberry AN, Lee KC, Attarabeen OF, DiVall MV. Perceptions and Practices for Evaluating Faculty Workload by Pharmacy Education Administration/Leadership. Am J Pharm Educ 2023; 87:100033. [PMID: 37288684 DOI: 10.1016/j.ajpe.2022.11.006] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/04/2022] [Revised: 11/07/2022] [Accepted: 11/07/2022] [Indexed: 06/09/2023]
Abstract
OBJECTIVE To assess how department chairs/administrators define, measure, and evaluate faculty workload to better understand practices within the Academy. METHODS An 18-item survey was distributed to department chairs/administrators via American Association of Colleges of Pharmacy Connect. Participants identified if they are a primary decision maker for faculty workload, whether their program has a workload policy, how workload is calculated, and how faculty satisfaction with workload equity is measured. RESULTS Of 71 participants initiating the survey, data from 64 participants from 52 colleges/schools were eligible for analysis. Leaders of practice departments reported that their faculty spend an average of 38% of their time on teaching (compared to 46% for non-practice departments), 13% on research (vs 37%), 12% on service (vs 16%), and 36% on clinical practice (vs 0%). Most survey participants (n = 57, 89%) are at schools/colleges with a tenure system, and about 24 participants reported that faculty workload metrics differ across departments/divisions. Teaching assignments and service are reportedly negotiable between faculty and supervisors, and workload expectations are widely variable. The majority indicated they do not analyze faculty satisfaction with workload fairness (n = 35) and faculty do not provide evaluative feedback on how supervisors assign faculty workload (n = 34). Of 6 priorities considered when determining workload, 'support college/school strategies and priorities' ranked highest (1.92) and 'trust between the chair and faculty' ranked lowest (4.87). CONCLUSION Overall, only half of the participants reported having a clear, written process of quantifying faculty workload. The use of workload metrics may be needed for evidence-based decision-making for personnel management and resource allocation.
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Affiliation(s)
- Lisa Lebovitz
- University of Maryland School of Pharmacy, Baltimore, MD, USA.
| | - Sharon K Park
- Notre Dame of Maryland University School of Pharmacy, Baltimore, MD, USA
| | - Surajit Dey
- Roseman University of Health Sciences, Henderson, NV, USA
| | | | | | - David J Weldon
- William Carey University School of Pharmacy, Biloxi, MS, USA
| | - Melissa S Medina
- University of Oklahoma College of Pharmacy, Oklahoma City, OK, USA
| | | | - Kelly C Lee
- Skaggs School of Pharmacy and Pharmaceutical Sciences, University of California San Diego, La Jolla, CA, USA
| | - Omar F Attarabeen
- University of Maryland Eastern Shore School of Pharmacy, Princess Anne, MD, USA
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4
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Park SK, DiVall MV, Lee KC, Lebovitz L, Dey S, Attarabeen OF. Gaps and Opportunities for Faculty Workload Policies in Pharmacy and Health Professions Education. Am J Pharm Educ 2023; 87:ajpe9012. [PMID: 35470173 PMCID: PMC10159508 DOI: 10.5688/ajpe9012] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/23/2021] [Accepted: 04/21/2022] [Indexed: 05/06/2023]
Abstract
Faculty workload is difficult to delineate and quantify equitably because of the various factors and diverse roles that define faculty positions. This is especially true in health professions education, including pharmacy. Nonetheless, ensuring fair and transparent distribution of faculty workload is necessary for equity and engagement of the faculty workforce. While it is impossible to develop a uniform policy for all faculty, there can be a guide for how workload is developed and measured, especially for promotion or awarding of tenure, focusing on equity and transparency. Developing clear definitions of workload, setting mutually agreed expectations, and sharing transparent workload assignments and distribution within the institution may be needed. It is imperative to discuss an optimal policy for equitable and transparent workload in each institution and in academic pharmacy as a whole; a lack of this effort can create undue hardship for faculty, decrease productivity, potentially worsen faculty morale, and ultimately impair faculty retention.
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Affiliation(s)
- Sharon K Park
- Notre Dame of Maryland University, School of Pharmacy, Baltimore, Maryland
| | | | - Kelly C Lee
- University of California San Diego, Skaggs School of Pharmacy and Pharmaceutical Sciences, La Jolla, California
| | - Lisa Lebovitz
- University of Maryland, School of Pharmacy, Baltimore, Maryland
| | - Surajit Dey
- Roseman University of Health Sciences, Henderson, Nevada
- Editorial Board Member, American Journal of Pharmaceutical Education, Arlington, Virginia
| | - Omar F Attarabeen
- University of Maryland Eastern Shore, School of Pharmacy, Princess Anne, Maryland
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5
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Fulford MJ, DiVall MV, Darley A, Smith KM. A Call for Simplification and Integration of Doctor of Pharmacy Curricular Outcomes and Frameworks. Am J Pharm Educ 2022; 86:ajpe8931. [PMID: 35012945 PMCID: PMC10159382 DOI: 10.5688/ajpe8931] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/21/2021] [Accepted: 01/02/2022] [Indexed: 05/06/2023]
Abstract
Pharmacy education faces an upcoming revision of accreditation standards designed to outline degree program requirements for training the next generation of pharmacists. At the same time, pharmacy educators are increasingly expected to integrate multiple other educational frameworks and recommendations from distinct groups into their curricula. With this list of expectations constantly expanding and changing, education leaders are forced to spend valuable time and resources trying to satisfy "checklists" instead of enhancing their programs. The following commentary discusses concerns about the growing complexity of the standards and frameworks used in the accreditation process, overlap and redundancy in these various requirements, and relevant comparisons between pharmacy and medical education. We outline recommendations regarding purposeful integration of frameworks with the goal of simplifying accreditation requirements and enhancing program flexibility to deliver innovative, high-quality curricula.
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Affiliation(s)
| | | | - Andrew Darley
- The University of Georgia, College of Pharmacy, Athens, Georgia
| | - Kelly M Smith
- The University of Georgia, College of Pharmacy, Athens, Georgia
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6
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Morbitzer KA, McLaughlin JE, Henson B, Fassett KT, DiVall MV. Current State of and Opportunities for Enhancing Peer Evaluation Practices Across the Pharmacy Academy. Am J Pharm Educ 2022; 86:ajpe8887. [PMID: 34987069 PMCID: PMC10159383 DOI: 10.5688/ajpe8887] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/09/2021] [Accepted: 12/23/2021] [Indexed: 05/06/2023]
Abstract
Objective. To examine and summarize policies and procedures for peer evaluation of teaching/instructional coaching (PET/IC) programs within departments, schools, and colleges of pharmacy and to identify opportunities for improving these based on best practices.Methods. A survey was sent to all Accreditation Council for Pharmacy Education (ACPE)-accredited pharmacy programs to collect information regarding procedures to support and evaluate PET/IC programs across institutions. Descriptive statistics were used to summarize the general features of PET/IC programs, and inferential statistics were used to make group comparisons based on institutional control (public, private) and institution age (0-10 years, older than 10 years).Results. Surveys for 91 institutions were completed (response rate=64.5%). Most institutions (78.4%) reported having a PET/IC program. Most institutions with PET/IC programs reported using a combination of formative and summative evaluations (57.4%). The top purposes for PET/IC programs were faculty development (35.8%) and improving teaching (35.8%). Almost half of the PET/IC programs (46.3%) were mandatory for all faculty at the institutions. Most institutions (66.7%) had one standardized instrument used in their PET/IC program. Few institutions (11.9%) reported evaluating or being in the process of evaluating the effectiveness or success of their PET/IC program. Private institutions were more likely to incentivize observers than public institutions (17.1% vs 0).Conclusion. Overall, PET/IC programs are needed to assess and provide feedback to instructors about their teaching practices. While most institutions report having a PET/IC program, wide variability exists in how the programs are implemented. Opportunities exist for institutions to evaluate the effectiveness of their program and identify best practices.
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Affiliation(s)
- Kathryn A Morbitzer
- University of North Carolina at Chapel Hill, UNC Eshelman School of Pharmacy, Chapel Hill, North Carolina
| | - Jacqueline E McLaughlin
- University of North Carolina at Chapel Hill, UNC Eshelman School of Pharmacy, Chapel Hill, North Carolina
| | - Brianna Henson
- University of Kentucky, College of Pharmacy, Lexington, Kentucky
| | - Kyle T Fassett
- University of North Carolina at Chapel Hill, UNC Eshelman School of Pharmacy, Chapel Hill, North Carolina
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Daugherty KK, Lebovitz L, DiVall MV. Educational research and scholarship - Brainstorming, developing, and publishing together as teams. Curr Pharm Teach Learn 2021; 13:1389-1392. [PMID: 34799049 DOI: 10.1016/j.cptl.2021.09.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/20/2021] [Revised: 06/14/2021] [Accepted: 09/14/2021] [Indexed: 06/13/2023]
Abstract
INTRODUCTION Collaborative educational research and scholarship is a powerful tool to help schools/colleges of pharmacy learn from and with each other to continuously improve by sharing best practices. COMMENTARY There are significant advantages including developing projects with more generalizability and impact, leveraging different and complementary expertise, informal mentorship of junior faculty researchers, task sharing, and group accountability. There are also challenges such as managing multiple participants, sticking to productivity goals and timelines, and scheduling virtual meetings across multiple time zones. IMPLICATIONS For a number of years, the American Association of Colleges of Pharmacy's Assessment Special Interest Group has intentionally created opportunities for new connections with the purpose of fostering scholarship projects to pursue interesting questions and engage in educational research with other like-minded colleagues. The purpose of this commentary is to share with members of the academy several practical tips for leading and engaging in group projects of educational scholarship.
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Affiliation(s)
- Kimberly K Daugherty
- Professor and Assistant Dean of Academic Affairs and Assessment, Sullivan University College of Pharmacy and Health Sciences, 2100 Gardiner Lane, Louisville, KY 40205, United States.
| | - Lisa Lebovitz
- Assistant Dean for Academic Affairs & Assessment, University of Maryland School of Pharmacy, Baltimore, MD, United States
| | - Margarita V DiVall
- Clinical Professor School of Pharmacy, Associate Dean for Faculty Affairs, Bouvé College of Health Sciences, Northeastern University, Boston, MA, United States
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8
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Chen AMH, DiVall MV, Gonyeau MJ, Kiersma ME, O'Sullivan TA, Conway JM, Zavod R. Inclusion of the Pharmacist Patient Care Process in Doctor of Pharmacy Curricula. Am J Pharm Educ 2021; 85:8513. [PMID: 34544743 PMCID: PMC8499649 DOI: 10.5688/ajpe8513] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/15/2020] [Accepted: 04/18/2021] [Indexed: 06/13/2023]
Abstract
Objective. With the inclusion of the Pharmacists' Patient Care Process (PPCP) in the most recent Accreditation Council for Pharmacy Education standards, institutions must determine how best to vertically and horizontally integrate and assess the PPCP in the curriculum. The objective of this study was to identify the breadth and depth of PPCP implementation as well as faculty involvement in teaching the PPCP at ACPE-accredited institutions.Methods. A survey to address the study objectives was developed, piloted, and distributed electronically to all US pharmacy institutions in candidate or accredited status. Electronic reminders were implemented to improve response rates. The data were analyzed descriptively.Results. Approximately 70% of institutions responded to the survey. Integration of the PPCP was most often championed by an individual faculty member and/or a committee. Practice faculty taught PPCP at nearly all institutions, while only a third of survey respondents reported that foundational and social administrative faculty taught the PPCP. Development related to PPCP curricular integration mainly focused on preceptors. Most institutions integrated the PPCP through the didactic and experiential curriculum in an approach that allowed for reinforcement or mastery of concepts. There were limited integration efforts into interprofessional education. Institutions had a plan for assessing the effectiveness of the integration, but were varied in their approach.Conclusion. Institutions have embraced integrating the PPCP into their curricula, didactically and experientially. Progress still needs to be made regarding inclusion of all faculty in teaching the PPCP as well as integrating the PPCP into other key curricular areas, such as interprofessional learning. Faculty development efforts may be beneficial to address these aspects.
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Affiliation(s)
- Aleda M H Chen
- Cedarville University, School of Pharmacy, Cedarville, Ohio
| | | | | | - Mary E Kiersma
- Accreditation Council for Pharmacy Education (ACPE), Chicago, Illinois
| | | | - Jeannine M Conway
- University of Minnesota, College of Pharmacy, Minneapolis, Minnesota
| | - Robin Zavod
- Midwestern University, College of Pharmacy, Glendale, Illinois
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9
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Lamberts JT, Vandiver JW, Daugherty KK, DiVall MV, Lebovitz L, Roberts SC. Perceptions of programs that orient non-practice faculty to the pharmacy profession: A pilot study. Curr Pharm Teach Learn 2021; 13:812-818. [PMID: 34074512 DOI: 10.1016/j.cptl.2021.03.004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/03/2020] [Revised: 12/11/2020] [Accepted: 03/16/2021] [Indexed: 06/12/2023]
Abstract
INTRODUCTION Faculty collaboration across disciplines plays an important role in pharmacy education, and in particular, the American Association of Colleges of Pharmacy (AACP) faculty survey asks whether colleges/schools of pharmacy (C/SOPs) have programs available to orient non-practice faculty to the profession of pharmacy. The purpose of this pilot study was to characterize perceptions of the importance and effectiveness of such programs, and to examine barriers to their successful implementation. METHODS An online survey was developed to collect demographic information and perceived importance, effectiveness, and barriers of programs designed to orient non-practice faculty to the pharmacy profession. The survey was posted to the AACP Connect Council of Deans and Council of Faculties listservs and responses were gathered and analyzed using descriptive statistics. RESULTS Responses from 157 individuals representing 90C/SOPs were collected. While the majority (82%) of respondents rated programs that orient non-practice faculty to the pharmacy profession as extremely or very important, only 17% rated such programs as extremely or very effective. Lack of time was identified as the primary barrier. Differences were identified between various interest groups, including practice vs. non-practice disciplines and administrators vs. non-administrators. CONCLUSIONS Programs to orient non-practice faculty to the pharmacy profession were perceived to be important; however, such programs were found to lack efficacy.
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Affiliation(s)
- Jennifer T Lamberts
- Ferris State University College of Pharmacy, 220 Ferris Drive, PHR 210, Big Rapids, MI 49307, United States.
| | - Jeremy W Vandiver
- University of Wyoming School of Pharmacy, 1375 E 19th Ave, Denver, CO 80218, United States.
| | - Kimberly K Daugherty
- Sullivan University College of Pharmacy and Health Sciences, 2100 Gardiner Lane, Louisville, KY 40205, United States.
| | - Margarita V DiVall
- Northeastern University School of Pharmacy, 120 Behrakis, Boston, MA 02115, United States.
| | - Lisa Lebovitz
- University of Maryland School of Pharmacy, 20 North Pine Street, Pharmacy Hall S303, Baltimore, MD 21201, United States.
| | - Sigrid C Roberts
- Pacific University Oregon School of Pharmacy, 222 SE 8th Ave., Suite 451, Hillsboro, OR 97123, United States.
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10
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Rudolph MJ, Daugherty KK, Ray ME, Shuford VP, Lebovitz L, DiVall MV. Best Practices Related to Examination Item Construction and Post-hoc Review. Am J Pharm Educ 2019; 83:7204. [PMID: 31619832 PMCID: PMC6788158 DOI: 10.5688/ajpe7204] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/11/2018] [Accepted: 02/18/2019] [Indexed: 05/05/2023]
Abstract
Objective. To provide a practical guide to examination item writing, item statistics, and score adjustment for use by pharmacy and other health professions educators. Findings. Each examination item type possesses advantages and disadvantages. Whereas selected response items allow for efficient assessment of student recall and understanding of content, constructed response items appear better suited for assessment of higher levels of Bloom's taxonomy. Although clear criteria have not been established, accepted ranges for item statistics and examination reliability have been identified. Existing literature provides guidance on when instructors should consider revising or removing items from future examinations based on item statistics and review, but limited information is available on performing score adjustments. Summary. Instructors should select item types that align with the intended learning objectives to be measured on the examination. Ideally, an examination will consist of multiple item types to capitalize on the advantages and limit the effects of any disadvantages associated with a specific item format. Score adjustments should be performed judiciously and by considering all available item information. Colleges and schools should consider developing item writing and score adjustment guidelines to promote consistency.
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Affiliation(s)
| | | | | | | | - Lisa Lebovitz
- University of Maryland School of Pharmacy, Baltimore, Maryland
| | - Margarita V. DiVall
- Northeastern University School of Pharmacy, Boston, Massachusetts
- Editorial Board Member, American Journal of Pharmaceutical Education, Arlington, Virginia
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11
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Sweet BV, Assemi M, Boyce EG, DiVall MV, Garavalia LS, Gortney J, McCollum M, Roberts RM. Characterization of Use of the Pharmacy Curriculum Outcomes Assessment Across Accredited Colleges of Pharmacy. Am J Pharm Educ 2019; 83:7091. [PMID: 31619827 PMCID: PMC6788153 DOI: 10.5688/ajpe7091] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/29/2018] [Accepted: 05/21/2018] [Indexed: 05/23/2023]
Abstract
Objective. To characterize use of the Pharmacy Curriculum Outcomes Assessment (PCOA) in terms of timing, manner of delivery, and application of the results by accredited colleges of pharmacy. Methods. Accredited pharmacy programs were surveyed regarding PCOA administration, perceived benefits, and practical application of score reports. Survey items were comprised of new items developed from a literature review and items from prior studies. The survey addressed five domains: program demographics, administration, student preparation, use of results, and recommendations to improve the utility of the PCOA. Results. Responses were received from 126 of 139 (91%) surveyed programs. The majority of respondent programs administered PCOA in one session on a single campus. Most indicated PCOA results had limited use for individual student assessment. Almost half reported that results were or could be useful in curriculum review and benchmarking. Considerable variability existed in the preparation and incentives for PCOA performance. Differences in some results were found based on prior PCOA experience and between new vs older programs. Open-ended responses provided suggestions to enhance the application and utility of PCOA. Conclusion. The intended uses of PCOA results, such as for student assessment, curricular review, and programmatic benchmarking, are not being implemented across the academy. Streamlining examination logistics, providing additional examination-related data, and clarifying the purpose of the examination to faculty members and students may increase the utility of PCOA results.
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Affiliation(s)
| | - Mitra Assemi
- University of California San Francisco School of Pharmacy, San Francisco, California
| | | | - Margarita V. DiVall
- Northeastern University, Boston, Massachusetts
- Editorial Board Member, American Journal of Pharmaceutical Education, Arlington, Virginia
| | | | - Justine Gortney
- Wayne State University, Eugene Applebaum College of Pharmacy and Health Sciences, Detroit, Michigan
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12
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Assemi M, DiVall MV, Lee K, Sy E, O’Sullivan T. Quality Assurance and Improvement Practices of Experiential Education Programs in Schools of Pharmacy. Am J Pharm Educ 2019; 83:6582. [PMID: 31065159 PMCID: PMC6498196 DOI: 10.5688/ajpe6582] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/13/2017] [Accepted: 08/28/2017] [Indexed: 05/22/2023]
Abstract
Objective. To identify common practices for measuring quality of experiential education (EE) programs at US schools and colleges of pharmacy. Methods. In-depth, semi-structured phone interviews were conducted with directors of experiential education or their equivalent, to identify elements of quality assurance (QA) processes for EE. To ensure representativeness from all fully accredited programs, purposeful sampling was used for participant solicitation and enrollment until both code and meaning saturation were reached. Participants were asked questions in six domain areas (preceptor and student performance, site quality, role of site visits, coursework, and achievement of learning outcomes). An iterative data coding and analysis process identified themes and notable practices within each domain area. Results. Interviews were conducted with representatives of 29 programs. All participants reported evaluating preceptor performance. Fewer participants identified a deliberate site assessment process, with most equating preceptor and site evaluation. Participants conducted site visits primarily to assess site quality and maintain relationships with preceptors. Few participants were able to provide details of a process used for evaluating experiential education coursework and student outcomes. All participants used student performance assessments to measure the quality of student performance. Overall, participants almost universally reported collecting data, less frequently described processes for data evaluation, and rarely shared outcomes arising from data collection and analysis. Conclusion. Themes and notable practices identified in this study provide initial benchmarks for QA programs for EE and will inform content and metrics of subsequent follow-up studies. A six-step process for QA for EE is proposed.
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Affiliation(s)
- Mitra Assemi
- School of Pharmacy, University of California, San Francisco, California
| | - Margarita V. DiVall
- School of Pharmacy, Northeastern University, Boston, Massachusetts
- Editorial Board Member, American Journal of Pharmaceutical Education, Arlington, Virginia
| | - Kelly Lee
- Skaggs School of Pharmacy and Pharmaceutical Sciences, University of California-San Diego, La Jolla, California
| | - Erin Sy
- School of Pharmacy, University of Washington, Seattle, Washington
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13
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Ray ME, Daugherty KK, Lebovitz L, Rudolph MJ, Shuford VP, DiVall MV. Best Practices on Examination Construction, Administration, and Feedback. Am J Pharm Educ 2018; 82:7066. [PMID: 30643316 PMCID: PMC6325455 DOI: 10.5688/ajpe7066] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/14/2018] [Accepted: 07/15/2018] [Indexed: 05/21/2023]
Abstract
Examinations are typically used in higher education to objectively assess student learning, and they are also used as a frequent assessment tool in the Doctor of Pharmacy curriculum. This paper describes best practices and provides examples for faculty to build reliable and valid examinations, ensure examination security and deter academic misconduct, and enhance student learning and achievement of course objectives. Colleges and schools of pharmacy can incorporate these concepts into comprehensive examination policies and focus faculty development efforts on improving the examination purpose, design, and experience for both faculty and students.
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Affiliation(s)
| | | | - Lisa Lebovitz
- University of Maryland School of Pharmacy, Baltimore, Maryland
| | | | | | - Margarita V. DiVall
- Northeastern University School of Pharmacy, Bouvé College of Health Sciences, Boston, Massachusetts
- Editorial Board Member, American Journal of Pharmaceutical Education, Arlington, Virginia
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14
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DiVall MV, Schlesselman L. Commit Yourself to Improvement of Student Learning. Am J Pharm Educ 2018; 82:7000. [PMID: 30323398 PMCID: PMC6181172 DOI: 10.5688/ajpe7000] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/05/2018] [Accepted: 02/17/2018] [Indexed: 06/08/2023]
Affiliation(s)
- Margarita V. DiVall
- Northeastern University School of Pharmacy, Bouvé College of Health Sciences, Boston, Massachusetts
| | - Lauren Schlesselman
- Center for Excellence in Teaching and Learning, University of Connecticut, Storrs, Connecticut
- Associate Editor, American Journal of Pharmaceutical Education, Arlington, Virginia
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Weinstein AR, Dolce MC, Koster M, Parikh R, Hamlyn E, A McNamara E, Carlson A, DiVall MV. Integration of systematic clinical interprofessional training in a student-faculty collaborative primary care practice. J Interprof Care 2017; 32:104-107. [DOI: 10.1080/13561820.2017.1355296] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Affiliation(s)
- Amy R Weinstein
- Beth Israel Deaconess Medical Center, Department of Medicine, Boston, USA
| | - Maria C Dolce
- School of Nursing, State University of New York at Stony Brook, Stony Brook, NY
| | - Megan Koster
- Department of Medicine, Massachusetts General Hospital, Boston, USA
| | - Ravi Parikh
- Department of Medicine, University of Pennsylvania, Philadelphia, PA
| | - Emily Hamlyn
- Department of Neurology, Boston Medical Center, Boston Medical Center, Boston, USA
| | | | - Alexa Carlson
- School of Pharmacy, Northeastern University, Boston, USA
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16
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Lebovitz L, Shuford VP, DiVall MV, Daugherty KK, Rudolph MJ. Creating an Arms Race? Examining School Costs and Motivations for Providing NAPLEX and PCOA Preparation. Am J Pharm Educ 2017; 81:5909. [PMID: 29109557 PMCID: PMC5663648 DOI: 10.5688/ajpe8175909] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/01/2016] [Accepted: 11/22/2016] [Indexed: 05/22/2023]
Abstract
Objective. To examine the extent of financial and faculty resources dedicated to preparing students for NAPLEX and PCOA examinations, and how these investments compare with NAPLEX pass rates. Methods. A 23-item survey was administered to assessment professionals in U.S. colleges and schools of pharmacy (C/SOPs). Institutions were compared by type, age, and student cohort size. Institutional differences were explored according to the costs and types of NAPLEX and PCOA preparation provided, if any, and mean NAPLEX pass rates. Results. Of 134 C/SOPs that received the survey invitation, 91 responded. Nearly 80% of these respondents reported providing some form of NAPLEX preparation. Significantly higher 2015 mean NAPLEX pass rates were found in public institutions, schools that do not provide NAPLEX prep, and schools spending less than $10,000 annually on NAPLEX prep. Only 18 schools reported providing PCOA preparation. Conclusion. Investment in NAPLEX and PCOA preparation resources vary widely across C/SOPs but may increase in the next few years, due to dropping NAPLEX pass rates and depending upon how PCOA data are used.
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Affiliation(s)
- Lisa Lebovitz
- University of Maryland School of Pharmacy, Baltimore, Maryland
| | | | - Margarita V. DiVall
- Northeastern University School of Pharmacy, Bouvé College of Health Sciences, Boston, Massachusetts
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17
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Affiliation(s)
- Margarita V DiVall
- Northeastern University School of Pharmacy, Boston, Massachusetts; Editorial Board Member, American Journal of Pharmaceutical Education
| | - Lauren S Schlesselman
- University of Connecticut School of Pharmacy, Storrs, Connecticut; Associate Editor, American Journal of Pharmaceutical Education
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18
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Cain J, Conway JM, DiVall MV, Erstad BL, Lockman PR, Ressler JC, Schwartz AH, Stolte S, Nemire RE. Report of the 2013-2014 Academic Affairs Committee. Am J Pharm Educ 2014; 78:S23. [PMID: 25657388 PMCID: PMC4315223 DOI: 10.5688/ajpe7810s23] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/22/2023]
Affiliation(s)
- Jeff Cain
- University of Kentucky College of Pharmacy, Lexington, Kentucky
| | | | | | - Brian L Erstad
- The University of Arizona College of Pharmacy, Tucson, Arizona
| | - Paul R Lockman
- West Virginia University School of Pharmacy, Morgantown, West Virginia
| | - John C Ressler
- University of Florida College of Pharmacy, Gainesville, Florida
| | - Amy H Schwartz
- University of South Florida College of Pharmacy, Tampa, Florida
| | - Scott Stolte
- Roseman University of Health Sciences, Henderson, Nevada
| | - Ruth E Nemire
- American Association of Colleges of Pharmacy, Alexandria, Virginia
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19
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DiVall MV, Alston GL, Bird E, Buring SM, Kelley KA, Murphy NL, Schlesselman LS, Stowe CD, Szilagyi JE. A Faculty Toolkit for Formative Assessment in Pharmacy Education. Am J Pharm Educ 2014; 78:160. [PMID: 26056399 PMCID: PMC4453077 DOI: 10.5688/ajpe789160] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/26/2014] [Accepted: 03/13/2014] [Indexed: 05/20/2023]
Abstract
This paper aims to increase understanding and appreciation of formative assessment and its role in improving student outcomes and the instructional process, while educating faculty on formative techniques readily adaptable to various educational settings. Included are a definition of formative assessment and the distinction between formative and summative assessment. Various formative assessment strategies to evaluate student learning in classroom, laboratory, experiential, and interprofessional education settings are discussed. The role of reflective writing and portfolios, as well as the role of technology in formative assessment, are described. The paper also offers advice for formative assessment of faculty teaching. In conclusion, the authors emphasize the importance of creating a culture of assessment that embraces the concept of 360-degree assessment in both the development of a student's ability to demonstrate achievement of educational outcomes and a faculty member's ability to become an effective educator.
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Affiliation(s)
| | - Greg L Alston
- School of Pharmacy, Wingate University, Wingate, North Carolina
| | - Eleanora Bird
- College of Pharmacy, University of Florida, Gainesville, Florida
| | - Shauna M Buring
- James L. Winkle College of Pharmacy, University of Cincinnati, Cincinnati, Ohio
| | | | - Nanci L Murphy
- School of Pharmacy, University of Washington, Seattle, Washington
| | | | - Cindy D Stowe
- College of Pharmacy, Sullivan University, Louisville, Kentucky
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20
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Law AV, Bottenberg MM, Brozick AH, Currie JD, DiVall MV, Haines ST, Jolowsky C, Koh-Knox CP, Leonard GA, Phelps SJ, Rao D, Webster A, Yablonski E. A checklist for the development of faculty mentorship programs. Am J Pharm Educ 2014; 78:98. [PMID: 24954938 PMCID: PMC4064498 DOI: 10.5688/ajpe78598] [Citation(s) in RCA: 34] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/13/2014] [Accepted: 03/11/2014] [Indexed: 05/17/2023]
Abstract
Mentoring of junior faculty members continues to be a widespread need in academic pharmacy in both new programs and established schools. The American Association of Colleges of Pharmacy (AACP) Joint Council Task Force on Mentoring was charged with gathering information from member colleges and schools and from the literature to determine best practices that could be shared with the academy. The task force summarized their findings regarding the needs and responsibilities for mentors and protégés at all faculty levels; what mentoring pieces are in existence, which need improvement, and which need to be created; and how effective mentoring is defined and could be measured. Based on these findings, the task force developed several recommendations as well as the PAIRS Faculty Mentorship Checklist. Academic institutions can benefit from the checklist whether they are planning to implement a faculty mentorship program or are interested in modifying existing programs.
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Affiliation(s)
- Anandi V. Law
- College of Pharmacy, Western University of Health Sciences, Pomona, California
| | | | - Anna H. Brozick
- Irma Lerma Rangel College of Pharmacy, Texas A&M Health Science Center, Kingsville, Texas
| | - Jay D. Currie
- Department of Pharmacy Practice and Science, University of Iowa, Iowa City, Iowa
| | | | | | | | | | - Golda Anne Leonard
- College of Pharmacy and Health Sciences, Texas Southern University, Houston, Texas
| | - Stephanie J. Phelps
- College of Pharmacy, The University of Tennessee Health Science Center, Memphis, Tennessee
| | - Deepa Rao
- School of Pharmacy, Pacific University, Hillsboro, Oregon
| | - Andrew Webster
- College of Pharmacy, Belmont University, Nashville, Tennessee
| | - Elizabeth Yablonski
- Feik School of Pharmacy, University of the Incarnate Word, San Antonio, Texas
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21
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DiVall MV, Kolbig L, Carney M, Kirwin J, Letzeiser C, Mohammed S. Interprofessional socialization as a way to introduce collaborative competencies to first-year health science students. J Interprof Care 2014; 28:576-8. [DOI: 10.3109/13561820.2014.917403] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
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22
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DiVall MV, Zgarrick DP. Perceptions and use of iPad technology by pharmacy practice faculty members. Am J Pharm Educ 2014; 78:52. [PMID: 24761013 PMCID: PMC3996384 DOI: 10.5688/ajpe78352] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/17/2013] [Accepted: 10/24/2013] [Indexed: 06/03/2023]
Abstract
OBJECTIVES To explore the potential of tablet technology to address the specific workload challenges of pharmacy practice faculty members and to evaluate tablet usage after a department-wide iPad initiative. METHODS After conducting a needs assessment to determine pharmacy faculty attitudes towards tablet technology and to identify potential usage scenarios, all faculty members in a department of pharmacy practice received an iPad. After iPad distribution, training sessions and virtual tutorials were provided. An anonymous survey was administered to evaluate the pilot. RESULTS The needs assessment survey revealed positive attitudes towards iPad technology, identified use scenarios, and led to a department-wide iPad pilot program. Most faculty members used iPads for connectivity with students (86%), paper/project annotation (68%), assessment (57%), and demonstration of tools used in practice (36%). For teaching, 61% of faculty members used iPads in seminars/laboratories, 57% used iPads in the experiential setting, and 43% used iPads in the classroom. Use of iPads for patient-care activities varied and depended on site support for mobile technology. The 23 faculty members with external practice sites used iPads to a greater extent and had more positive attitudes towards this technology compared with campus-based faculty members. CONCLUSION Integration of tablet technology into the pharmacy education setting resulted in faculty-reported increased productivity and decreased paper waste. It also allowed faculty members to experiment with new teaching strategies in the classroom and experiential setting. Administrators at institutions exploring the use of tablet technology should allocate resources based on faculty needs and usage patterns.
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Affiliation(s)
- Margarita V DiVall
- School of Pharmacy, Bouvé College of Health Sciences, Northeastern University, Boston, Massachusetts
| | - David P Zgarrick
- School of Pharmacy, Bouvé College of Health Sciences, Northeastern University, Boston, Massachusetts
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23
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Woolley AB, Berds CA, Edwards RA, Copeland D, DiVall MV. Potential cost avoidance of pharmacy students' patient care activities during advanced pharmacy practice experiences. Am J Pharm Educ 2013; 77:164. [PMID: 24159205 PMCID: PMC3806948 DOI: 10.5688/ajpe778164] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/19/2013] [Accepted: 05/10/2013] [Indexed: 05/16/2023]
Abstract
OBJECTIVES To evaluate the potential cost avoidance of student interventions documented by fourth-year (P4) student pharmacists during advanced pharmacy practice experiences (APPEs) in outpatient and inpatient settings. METHODS The school-wide Web-based intervention database was retrospectively analyzed to review characteristics of interventions documented during the 2011-2012 APPE cycle. Potential cost avoidance for interventions was derived from a comprehensive literature review and adjusted to 2011 dollars based on the consumer price index for medical care. RESULTS Eighty-seven students (71% of the graduating class) documented 5,775 interventions over 36 weeks, with an estimated potential total cost avoidance of $908,800. The intervention categories associated with the greatest cost avoidance were prevention of adverse drug events, provider education, and patient education. CONCLUSIONS Fourth-year student pharmacists and their preceptors had a positive impact, contributing to potential cost avoidance in both the inpatient and outpatient pharmacy settings.
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Affiliation(s)
- Adam B. Woolley
- Department of Pharmacy Practice, School of Pharmacy, Bouvé College of Health Sciences, Northeastern University, Boston, Massachusetts
| | - Charles A. Berds
- Department of Pharmacy Practice, School of Pharmacy, Bouvé College of Health Sciences, Northeastern University, Boston, Massachusetts
| | - Roger A. Edwards
- Department of Pharmacy Practice, School of Pharmacy, Bouvé College of Health Sciences, Northeastern University, Boston, Massachusetts
- Department of Health Sciences, Bouvé College of Health Sciences, Northeastern University, Boston, Massachusetts
| | - Debra Copeland
- Department of Pharmacy Practice, School of Pharmacy, Bouvé College of Health Sciences, Northeastern University, Boston, Massachusetts
| | - Margarita V. DiVall
- Department of Pharmacy Practice, School of Pharmacy, Bouvé College of Health Sciences, Northeastern University, Boston, Massachusetts
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24
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Douglass MA, Casale JP, Skirvin JA, DiVall MV. A virtual patient software program to improve pharmacy student learning in a comprehensive disease management course. Am J Pharm Educ 2013; 77:172. [PMID: 24159213 PMCID: PMC3806956 DOI: 10.5688/ajpe778172] [Citation(s) in RCA: 20] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/12/2013] [Accepted: 04/26/2013] [Indexed: 05/22/2023]
Abstract
OBJECTIVE To implement and assess the impact of a virtual patient pilot program on pharmacy students' clinical competence skills. DESIGN Pharmacy students completed interactive software-based patient case scenarios embedded with drug-therapy problems as part of a course requirement at the end of their third year. ASSESSMENT Assessments included drug-therapy problem competency achievement, performance on a pretest and posttest, and pilot evaluation survey instrument. Significant improvements in students' posttest scores demonstrated advancement of clinical skills involving drug-therapy problem solving. Students agreed that completing the pilot program improved their chronic disease management skills and the program summarized the course series well. CONCLUSION Using virtual patient technology allowed for assessment of student competencies and improved learning outcomes.
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Affiliation(s)
- Mark A Douglass
- Northeastern University School of Pharmacy, Boston, Massachusetts
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25
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DiVall MV, Hayney MS, Marsh W, Neville MW, O'Barr S, Sheets ED, Calhoun LD. Perceptions of pharmacy students, faculty members, and administrators on the use of technology in the classroom. Am J Pharm Educ 2013; 77:75. [PMID: 23716743 PMCID: PMC3663629 DOI: 10.5688/ajpe77475] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/08/2012] [Accepted: 12/16/2012] [Indexed: 05/13/2023]
Abstract
OBJECTIVES To gather and evaluate the perceptions of students, faculty members, and administrators regarding the frequency and appropriateness of classroom technology use. METHODS Third-year pharmacy students and faculty members at 6 colleges and schools of pharmacy were surveyed to assess their perceptions about the type, frequency, and appropriateness of using technology in the classroom. Upper-level administrators and information technology professionals were also interviewed to ascertain overall technology goals and identify criteria used to adopt new classroom technologies. RESULTS Four hundred sixty-six students, 124 faculty members, and 12 administrators participated in the survey. The most frequently used and valued types of classroom technology were course management systems, audience response systems, and lecture capture. Faculty members and students agreed that faculty members appropriately used course management systems and audience response systems. Compared with their counterparts, tech-savvy, and male students reported significantly greater preference for increased use of classroom technology. Eighty-six percent of faculty members reported having changed their teaching methodologies to meet student needs, and 91% of the students agreed that the use of technology met their needs. CONCLUSIONS Pharmacy colleges and schools use a variety of technologies in their teaching methods, which have evolved to meet the needs of the current generation of students. Students are satisfied with the appropriateness of technology, but many exhibit preferences for even greater use of technology in the classroom.
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26
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Kirwin JL, DiVall MV, Guerra C, Brown T. A simulated hospital pharmacy module using an electronic medical record in a pharmaceutical care skills laboratory course. Am J Pharm Educ 2013; 77:62. [PMID: 23610480 PMCID: PMC3631737 DOI: 10.5688/ajpe77362] [Citation(s) in RCA: 25] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/16/2012] [Accepted: 10/29/2012] [Indexed: 05/21/2023]
Abstract
OBJECTIVES. To implement and evaluate the effects of a simulated hospital pharmacy module using an electronic medical record on student confidence and abilities to perform hospital pharmacist duties. DESIGN. A module was developed that simulated typical hospital pharmacist tasks. Learning activities were modified based upon student feedback and instructor assessment. ASSESSMENTS. Ninety-seven percent of respondents reported full-time hospital internship experience and 72% had electronic medical record experience prior to completing the module. Mean scores on confidence with performing typical hospital pharmacist tasks significantly increased from the pre-module survey to the post-module survey from 1.5-2.9 (low comfort/confidence) to 2.0-3.4 (moderate comfort/confidence). Course assessments confirmed student achievement of covered competencies. CONCLUSIONS. A simulated hospital pharmacy module improved pharmacy students' hospital practice skills and their perceived comfort and confidence in completing the typical duties of a hospital pharmacist.
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27
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Leonard SN, Murphy K, Zaeem M, DiVall MV. An introductory review module for an anti-infectives therapeutics course. Am J Pharm Educ 2012; 76:135. [PMID: 23049107 PMCID: PMC3448473 DOI: 10.5688/ajpe767135] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/27/2012] [Accepted: 03/28/2012] [Indexed: 05/28/2023]
Abstract
OBJECTIVE To determine whether an introductory review module using a hybrid-learning approach helped students learn infectious disease management in an anti-infectives therapeutics course. DESIGN An introductory module consisting of an online pharmacology review, pre-class assignment, 2 classroom lectures, and 1 case-based lecture was developed and implemented. ASSESSMENT Among the 110 students who completed pre- and post-tests on the material covered, average scores increased from 71% to 83% (p<0.0001). Performance on knowledge-based question improved for 8 out of 10 questions (p<0.05) and student confidence increased from the first lecture to completion of the module (p<0.001 for all comparisons). Of the 129 students who completed an evaluation of the introductory module, 98% strongly agreed or agreed that the content was essential for course success. CONCLUSION The addition of an introductory module using a hybrid-learning approach to review and solidify concepts of medical microbiology and pharmacology provided the foundation necessary for success in an infectious diseases module.
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Affiliation(s)
- Steven N Leonard
- School of Pharmacy, Bouvé College of Health Sciences, Northeastern University, Boston, MA 02115, USA.
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28
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DiVall MV, Kirwin JL. Using Facebook to facilitate course-related discussion between students and faculty members. Am J Pharm Educ 2012; 76:32. [PMID: 22438604 PMCID: PMC3305941 DOI: 10.5688/ajpe76232] [Citation(s) in RCA: 22] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/19/2011] [Accepted: 10/02/2011] [Indexed: 05/03/2023]
Abstract
OBJECTIVES To use Facebook to facilitate online discussion of the content of a Comprehensive Disease Management course and to evaluate student use and perceptions of this exercise. DESIGN A Facebook page was created and coordinators encouraged students to "like" the page and to post and view study tips, links, or questions. At the end of the course, students' use and perceptions were evaluated using an anonymous survey tool. ASSESSMENT At the end of week 1, there were 81 followers, 5 wall posts, and 474 visits to the course Facebook page. At peak use, the page had 117 followers, 18 wall posts, and 1,326 visits. One hundred nineteen students (97% of the class) completed the survey tool. Twenty-six percent of students contributed posts compared to 11% who posted on the course discussion board on Blackboard. Students were more likely to post and be exposed to posts on Facebook than on Blackboard. Students found Facebook helpful and 57% said they would miss Facebook if use was not continued in subsequent courses. CONCLUSIONS Students in a Comprehensive Disease Management course found the addition of a Facebook page a valuable study tool and thought most posts added to their learning.
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Trujillo JM, DiVall MV, Barr J, Gonyeau M, Van Amburgh JA, Matthews SJ, Qualters D. Development of a peer teaching-assessment program and a peer observation and evaluation tool. Am J Pharm Educ 2008; 72:147. [PMID: 19325963 PMCID: PMC2661155 DOI: 10.5688/aj7206147] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/18/2007] [Accepted: 03/09/2008] [Indexed: 05/12/2023]
Abstract
OBJECTIVES To develop a formalized, comprehensive, peer-driven teaching assessment program and a valid and reliable assessment tool. METHODS A volunteer taskforce was formed and a peer-assessment program was developed using a multistep, sequential approach and the Peer Observation and Evaluation Tool (POET). A pilot study was conducted to evaluate the efficiency and practicality of the process and to establish interrater reliability of the tool. Intra-class correlation coefficients (ICC) were calculated. RESULTS ICCs for 8 separate lectures evaluated by 2-3 observers ranged from 0.66 to 0.97, indicating good interrater reliability of the tool. CONCLUSION Our peer assessment program for large classroom teaching, which includes a valid and reliable evaluation tool, is comprehensive, feasible, and can be adopted by other schools of pharmacy.
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Affiliation(s)
| | | | | | | | | | | | - Donna Qualters
- Northeastern University, Center for Effective University Teaching
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Abstract
BACKGROUND The addition of spironolactone, an aldosterone antagonist, to standard therapy can reduce the risk of both morbidity and mortality in patients with severe heart failure. OBJECTIVE To evaluate the use of spironolactone in class III and IV heart failure patients in four urban teaching hospitals. METHODS We conducted a concurrent medical record review of 163 patients with documented heart failure admitted to a general medicine service over a 5-week period. Data retrieved included patient demographics, heart failure class, left ventricular ejection fraction, spironolactone contraindications, spironolactone use, dose and frequency, and other heart failure medication use, dose and frequency. All data reflected patients' baseline status. RESULTS Our patient population was 80% white people, 61% male, with a mean age of 70 years (35-99). A total of 114 had class III or IV heart failure (70%). Angiotensin-converting enzyme inhibitors or appropriate alternative were prescribed in 117 (72%) patients, whereas beta-blockers were used in 121 (74%) patients. Fifty-seven patients met spironolactone ideal candidate criteria. Of these, eight (14%) were appropriately prescribed spironolactone. CONCLUSIONS Three years after publication of the Randomized Aldactone Evaluation Study, spironolactone is underutilized in the treatment of heart failure. Results of this study indicated that the majority of patients in class III or IV heart failure were not prescribed spironolactone. Improvements in spironolactone prescribing are needed.
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Affiliation(s)
- J M Trujillo
- Northeastern University School of Pharmacy, Northeastern University, Boston, MA 02115-5000, USA.
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