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Association: Name: American Association of Colleges of Pharmacy URL: http://www.aacp.org
Citation: URL: http://www.allacademic.com/meta/p256358_index.html Direct Link: HTML Code:

Scott, David. and Kearney, Wanda. "Pharmacy Management Business Plan: Assessment of Students Writing and Verbal Skills" 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/p256358_index.html>

Scott, D. M. and Kearney, W. , 2008-07-19 "Pharmacy Management Business Plan: Assessment of Students Writing and Verbal Skills" 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/p256358_index.html

Publication Type: Abstract Abstract: Objective. To assess student learning via a pharmacy management business plan. Method. Each 6 member group developed a business plan. Each section was graded using a rubric and returned for incorporation of suggestions into the final project. Sections included: 1) Marketing Strategy; 2) Pharmacy Workflow; 3) Patient Care Process; 4) Informatics; 5) Evaluation; and 6) Appendices (budget, time-line). Two ability-based outcomes were addressed: • Self-assess learning needs and design, implement, and evaluate strategies to promote intellectual growth and continued professional competence in the areas of patient-centered care, systems management, and public health • Manage human, physical, medical, informational, fiscal, and technological resources using legal, ethical, social, cultural, economic, and professional principles to assure efficiency and cost-effectiveness. A final written plan and group presentations were graded using a rubric. Results. Students underestimated the rigor of the section drafts and felt instructor comments were too critical. Several students reported in the summative course evaluation that rigor of instructors’ expectations lead to an improved final project. Both instructors graded 50% of the drafts and compared ratings/comments after reading the first two plans. Average group score difference between the two instructors was 0.2 points, indicating grading consistency. Results indicated that student verbal communication skills were commendable. There was significant improvement from initial to final drafts, indicating the feedback was valuable to students’ final project. Implications. Instructors felt this capstone course requirement was a lot of work, but also felt that it led to higher order learning of course content and application to real world issues.

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