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Association: Name: American Association of Colleges of Pharmacy URL: http://www.aacp.org
Citation: URL: http://www.allacademic.com/meta/p255572_index.html Direct Link: HTML Code:

Martin, Kathleen., Malhotra, Jodie., Martinez, Elda., Oliveira, Marcos. and Weston, Grady. "Student Perceptions of the Value of Peer Focus Groups to Facilitate Communication and Improve the Learning Environment." Paper presented at the annual meeting of the American Association of Colleges of Pharmacy, Jul 19, 2008 <Not Available>. 2009-03-04 <http://www.allacademic.com/meta/p255572_index.html>

Martin, K. S., Malhotra, J. , Martinez, E. E., Oliveira, M. A. and Weston, G. S. , 2008-07-19 "Student Perceptions of the Value of Peer Focus Groups to Facilitate Communication and Improve the Learning Environment." Paper presented at the annual meeting of the American Association of Colleges of Pharmacy <Not Available>. 2009-03-04 from http://www.allacademic.com/meta/p255572_index.html

Publication Type: Abstract Abstract: Objective Timely identification of academic issues allows for continual quality improvement of both courses and curricula. Student Focus Groups (SFGs) were developed to gather student input as one aspect of program assessment at the Feik School of Pharmacy (FSOP). Representatives from 10 first-year student “Mentoring Groups” met monthly with a facilitator who listened to student-presented issues and collected responses to questions about the academic environment posed by the Assessment Committee. The purpose of this study was to determine if the SFGs met student expectations and were perceived as a positive communication process. Methods: Students completed an anonymous questionnaire using SurveyMonkey asking about the perceived value of the SFGs. The results of each question were analyzed using SPSS software. Results: Although most students (80%) had no previous experience working with focus groups, over 76% felt that the SFGs were an asset. The focus groups helped students identify common issues (69%) and provided an outlet to communicate information to professors (70%) and administration (71%). The majority of students (76%) viewed SFGs as an easy way to communicate with instructors and saw at least one course change as a result of SFG input. Fifty-eight percent of students thought SFGs initiated discussions about learning. Additionally, at least one curricular change was made between the fall and spring semesters to improve the FSOP learning environment. Implications SFGs foster communication among students, faculty, and administration and provide a regular outlet for students to voice suggestions to improve the learning environment.

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