Publication Type: Abstract
Abstract: Purpose: To enhance student-to-student learning by using a web-based asynchronous discussion board in a pathophysiology and therapeutics (P&T) course for post-B.S. Doctor of Pharmacy students.

Methods: Students in a cardiology P&T course, part of a required six-semester sequence, were offered an optional online discussion assignment. A set of 6 patient scenarios was posted for each of 3 disease state discussions (DSD): hypertension, thromboembolism, and heart failure (total=18). To receive credit for a DSD, students provided (at minimum) one therapeutic recommendation (REC) for a case, and one response (RESP) to another posted REC. Each REC and RESP was limited to 250 words. Faculty reviewed postings, but did not contribute to discussions. Extra-credit points earned contributed to course grades. Feedback on the assignment was solicited from all students in the course evaluation.

Results: Twenty-three students enrolled in the course, with 39.1% (n=9) participating in all 3 DSD; 73.9% (n=17) and 34.8% (n= 8) participated in 1 or 2 of the discussions, respectively. Students posted an average (SD) of 2.8 (1.9) REC and 2.4 (1.7) RESP per mini-case. Twelve follow-up questions for 10 postings were added by instructors after the extra-credit period. Only 50% (n=6) received further RESP. Twenty-one students completed course evaluations and 80.9% (n=17) read all/most of messages even if they did not participate in posting. Of all students, 80.9 % (n=17) agreed/strongly agreed that the format provided valuable learning opportunities.

Implications: Computer-mediated communication may be an under-used but effective method to encourage peer interaction and professional exchanges between pharmacy students.

Publication Type: Conference Paper/Unpublished Manuscript
Abstract: Abstract:
The problem for this study was that faculty in the department of Communications were reporting that many students enrolled in the program seem to be under-prepared for the coursework involved with the Communication Arts major. Efforts to alleviate this problem included the design of a minimum standards skills assessment for incoming majors to determine entry levels of preparation. Prior to this exam, there had been no departmental standard of measuring basic skill requirements necessary for the major. However, it was not known what effect administering the exam would have on student success rates and retention.
The purpose of this study was to test the notion that students considering the Communication major might be better served by a departmental performance requirement to enter the major, similar to the entrance requirement of other performing arts majors such as art, theater or music. To test that notion, a study was conducted that compared student success rates in the Communication major, as evidenced by student GPAs in the major, between students who achieved the cutoff score or higher on a minimum standards departmental assessment exam with students who did not achieve the cutoff score on the departmental assessment exam. If students who achieved a cutoff score on a minimum standards departmental assessment exam perform better in the program (as measured by their GPA within the major) than students who do not meet the cutoff score, then the exam might be considered as a new departmental tool in helping to predict student success in the program, and consequently perhaps, graduation rates.

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: The purpose of this study was to examine relationships between student-student rapport, instructor-student rapport, and classroom connectedness, perceived student participation, affective learning, and cognitive learning. Students (N= 232) reported on their perceptions of interpersonal interactions with instructors and peers. Results show that instructor rapport and classmate rapport were related to perceptions of classroom connectedness. Instructor rapport, student rapport, and classroom connectedness were positively related to participation. However, only instructor rapport emerged as significant predictor of participation, affective learning, and cognitive learning.

Publication Type: Conference Paper/Unpublished Manuscript
Abstract: The purpose of this session is to share results from four studies conducted over three years about 75 student teaching assessment instruments from teacher education programs across the country.

Publication Type: Abstract
Abstract: Objectives: Prior work in organizational behavior has applied psychological contract theory in the employee/employer context. This study explored the impact of violations of psychological contracts established between students and pharmacy schools. This study (1) evaluated an instrument that measures perceived psychological contract violations and (2) examined the relationships between psychological contract violations, trust, met expectations, and three student attitudes. Methods: Building on past literature, the measure of psychological contract violations asked students to indicate the amount of various aspects of their education that they have received, compared to what they feel they were promised by their school. This instrument was fielded in six schools of pharmacy. Various analyses were conducted, including hierarchical regression and structural equation modeling. Results: A negative relationship was observed between psychological contract violations and each of the three attitudes (professional commitment, organizational commitment, and willingness to provide pharmaceutical care), even after controlling for several other variables. The largest effect was observed for organizational commitment. Results also suggest that met expectations and trust may partially mediate the relationship between psychological contract violations and students’ attitudes, particularly organizational commitment. Implications: Findings indicate that when schools do not deliver on what is implicitly and explicitly promised in the minds of students, erosion of students’ commitment to the profession, the school, and pharmaceutical care may result. Although it is important to consider variables such as trust and met expectations, these variables do not eliminate the impact of psychological contract violations on student attitudes, especially with respect to organizational commitment.