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Association: Name: American Association of Colleges of Pharmacy URL: http://www.aacp.org
Citation: URL: http://www.allacademic.com/meta/p261512_index.html Direct Link: HTML Code:

Oliveira, Marcos., Malhotra, Jodie., Martinez, Elda., Witte, Amy., Weston, Grady. and Martin, Kathleen. "Comparing perceived effectiveness of student focus groups and traditional end-of-course evaluations as tools to 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/p261512_index.html>

Oliveira, M. A., Malhotra, J. , Martinez, E. E., Witte, A. , Weston, G. S. and Martin, K. S. , 2008-07-19 "Comparing perceived effectiveness of student focus groups and traditional end-of-course evaluations as tools to 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/p261512_index.html

Publication Type: Abstract Abstract: Objectives: There is a large body of literature pointing out several deficiencies of traditional faculty evaluations as a single measure of performance. Another approach to faculty evaluation involves the use of student focus groups where students are asked to reflect as a group on standard measures of faculty activity. The comparison between these two approaches is an important activity in developing more effective tools to more clearly identify issues and allow for continuous quality improvement of teaching. Methods: The entire class of students was asked to evaluate faculty using traditional methods. Additionally, a focus group of students were asked three questions that addressed positive and negative traits of classroom learning, and also to develop a short list of suggestions for improvement. In the end of both processes students were asked objective questions that compared the two methods in order to determine which method was more effective in improving their educational experience. Faculty members were surveyed with objective questions and were asked to compare the effectiveness of the two methods. Results: Over 60% of the students agreed to strongly agree that focus groups are better at capturing their opinion and led to implementation of positive changes in the classroom. Students value end-of-course-evaluations but do not think it is effective in improving the educational environment. Conclusions: The data suggest that focus groups are much more effective in improving the learning environment. and should be incorporated in faculty evaluations.

Student Perceptions of the Value of Peer Focus Groups to Facilitate Communication and Improve the Learning Environment.

Five-Years of Experience with Student Focus Groups (SFG) as a Tool for Curricular Assessment

E-learning Pedagogy: Tools to Enhance Effective E-learning Environments

Meta-Analysis of the Effects of Traditional Versus Web-Assisted Instruction on Learning and Student Satisfaction