Publication Type: Abstract
Abstract: Objectives/Intent:
To educate the Assessment Committee and pharmacy faculty about purposes, methods, and caveats governing focus groups for data collection.

Methods/Process
Focus groups are structured small-group meetings to encourage exchange of opinions and feedback related to a topic of common concern. Focus groups contain three discrete roles: meeting facilitator, recorder, and informants.

The project drew upon the authors’ expertise and upon literature from outside of the discipline to construct a concise guide to methodologically-sound focus group use within the School.

Results/Outcomes
Focus groups are not complex; yet, their effectiveness depends upon their execution. The guide reviewed methodology, placed the method within the School’s assessment model, and outlined a pre-, during-, and post-session protocol. The goal was to systematize the method, reduce common methodological weaknesses, and amplify inherent strengths, so that results could be used with confidence. A faculty development program on focus group management followed.

Implications
Focus groups are powerful research tools for collecting qualitative information across disparate contexts, and are recommended for gathering information (formative and summative) relevant to faculty/staff issues, student experience, and curricular effectiveness. They accrue multiple benefits via one structure: collect information about the curriculum at the macro-level, assure timely professor-students exchange of perceptions of micro-level course effectiveness, and encourage broad participation in on-going attempts to improve School activities. As with any research methodology, however, results validity is conditioned by processes followed. Formalizing a protocol and training faculty to use it is important if regular student/stakeholder focus groups are a central assessment plan component.

Publication Type: Abstract
Abstract: Objective: Describe assessment mechanisms in active learning pharmacotherapy courses.

Methods: Pharmacotherapy (PTX), a performance based series, focuses on student driven learning. There are no lectures in PTX. Instead role-playing and Socratic questioning are used to develop competence and confidence in clinical situations. Performance assessment uses standardized forms. Videotaped sessions are posted on WebCT and students complete self-evaluations and peer evaluations online. Areas of evaluation include: accuracy, terminology, confidence, empathy and professionalism. In an effort to improve professionalism and performance in clinical situations, assessment mechanisms have changed. In the Fall of 2005 “yes/no” questions were added to the performance and group peer-evaluations that addressed trust in the future clinicians and the ability to work with a team. Comments to support yes/no choices are required. Fall 2006 assessments were changed from a letter grade system to a system with the following designations: “Excellent (Rare), Very Good, Acceptable, Needs Improvement, and Wasn’t Prepared”. Students no longer receive letter grades on their performances, written assignments, or peer evaluations. Evaluations and feedback are accessed via WebCT.

Results: There has been significant adjustment to the new assessment system for faculty and students. Students were very uncomfortable with this seemingly “unorthodox” method of assessment. Grade data from 2005 and 2006 showed significantly more “C” grades (1% vs. 22%). A survey of the students will be conducted at the end of Spring 2007 to assess the impact of this new system.

Implications: Adjustments to assessment systems in PTX may move students from grade focus toward patient care focus.

Publication Type: Abstract
Abstract: Objective: Student focus groups (SFG) are a useful supplemental assessment tool. The goal of this work was to investigate trends observed through SFG since spring 2001 and to compare with results observed through student completed curricular outcomes surveys and accreditation self-study surveys. This study also investigated changes in the SFG process over the last five years.

Methods: SFG are held for each professional year each semester. The hour-long SFG specifically address courses and curricular issues from the immediate previous semester on a course by course basis followed by other general curricular concerns. These sessions are usually conducted over a time where lunch is provided. The student comments are recorded by hand with no names of the students or faculty discussed in the final report. The reports courses and general curricular comments are offered to the specific course coordinators.

Results: The student selection process for these SFG have transitioned from a random selection process to the current method of volunteer sign-up with the number of students per SFG ranging from 3 -14, with an average of 8. Major issues raised over this time include availability of course material, an interest for greater curricular emphasis on pharmacy management issue and a concern for knowledge on pharmacotherapeutics versus pathophysiology. These comments were similar to the student curricular outcomes surveys and the accreditation surveys. Students voiced concerns about faculty professionalism, yet this was not as evident in the other assessment tools.

Implications: The results from SFG generally parallel findings from other assessment strategies.

Publication Type: Session Presentation
Abstract: The presenter will share a year-long classroom cultural project on the Francophone world designed to highlight student creativity and research skills and expand oral and written proficiency. Easily adaptable to all levels and learner needs. Month by month templates, activities, rubrics and samples of student work.

Publication Type: Conference Paper/Unpublished Manuscript
Abstract: This essay suggests a strategy for teaching political philosophy. In response to the usual difficulties in capturing the interest of students and in an attempt to guide them through a detailed consideration of a political theory, a two-step approach is suggested. First the student’s attention is directed to the contemporary relevance of the questions posed by the classical political theorists, and then, a simple model of the internal structure of a political theory is used in order to facilitate the analysis and comparison between theories.

Supporting Publications:
Supporting Document