Transcript CITFair Presentation

The American Council on
Pharmaceutical Education (ACPE)
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Library and Learning Resources Subcommittee
Students Subcommittee
Faculty Subcommittee
Physical and Practice Facilities Subcommittee
Financial Resources Subcommittee
Curriculum Subcommittee
Mission, Planning and Assessment Subcommittee
Organization and Administration Subcommittee
Self Study Parent Committee
The American Council on
Pharmaceutical Education (ACPE)
Accreditation Survey Progress
Target Group
Respondents
Response Rate
ACPE Student Survey
P1 (2008)
93
P2 (2007)
97
P3 (2006)
86
P4 (2005)
79
Overall 355
76.2%
85.1%
71.1%
79.8%
77.9%
ACPE Faculty Survey*
43
100.0%
ACPE Alumni Survey
47
15.1%
ACPE Preceptor Survey1 26
14.0%
Notes:
* 100% response rate based on the participation of all full-time active
faculty.
The American Council on
Pharmaceutical Education (ACPE)
Standard No. 3. Systematic Assessment
of Achievement
Standard No. 13. Evaluation of Student
Achievement
Standard No. 14. Curriculum Evaluation
Standard No. 3. Systematic
Assessment of Achievement
The College or School should show evidence of using analysis
of outcome measures throughout the educational, research,
service, and pharmacy practice programs, for purposes of
continuing development and improvement, including revisions
in curriculum, and modifications of faculty and student
policies.
Standard No. 13. Evaluation of
Student Achievement
The College or School of Pharmacy should
establish principles and methods for the
formative and summative evaluation of student
achievement.
Standard No. 14. Curriculum
Evaluation
Evaluation measures focusing on the efficacy of
the curricular structure, content, process, and
outcomes should be systematically and
sequentially applied throughout the curriculum
in pharmacy. Evidence should exist that
evaluation outcomes, including student
achievement data, are applied to modify or
revise the professional program in pharmacy.
Curricular Assessment
Survey Breakdown
Last Semesters P1 – P3 – Fall Semester
Graduating Class P4 – Spring Semester
Alumni – 1–3- 5 years out
Early Assurance vs.
PharmCAS applicants
Curricular Survey Summary
Graduating Classes 2002-2004
Degree of Preparedness
Curricular Assessment
Interpretation of the Survey Findings
Communication
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The students feel they are moderately prepared for the
communication skills pharmacists must have in their activities.
They appear more confident to talk with patients versus other
health care professionals.
Pharmacotherapy and Patient Care
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Students believe they are moderately prepared to recommend
drug therapy and resolve medication related problems.
Professional Practice
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Students feel very positive in determining the legitimacy of a
prescription, providing counseling to their patients, and devising
methods to ensure patient adherence.
Curricular Assessment
Interpretation of the Survey Findings
Drug Information/Pharmacoinformatics
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Students are very well prepared to collect information to prevent
or resolve a medication related problem, respond to a request for
information from another health care provider, and to respond to
a patient’s request for information.
Critical Thinking and Problem Solving
Since 2002, student confidence in making reasonable assumptions
and drawing reasonable conclusions when the data is incomplete
has seemed to decrease.
Pharmacy Management
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This was consistently the area that students reported they were
the least prepared to do upon graduation.
Curricular Assessment
Interpretation of the Survey Findings
Professional Ethics and the Health Care System
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The student’s confidence in recognizing and explaining how social and
cultural issues impact the health care environment has shown a decrease
to moderate level of preparation since 2002.
Leadership
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For this question the student’s answered they feel only moderately
prepared to assume a leadership role in community and professional
matters.
Overall Most Common Responses
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Have a mandatory over the counter drug class
Have less paperwork in the P4 year
Need more information on pharmacist to patient interaction
(perhaps tied into communication)
More on DME
Learn drugs before disease
Instructors seem to look down upon doing retail pharmacy
when most students stated they plan on doing that.
Medical students are more knowledgeable about drugs and
therapeutics in their 4th year then the Pharm. D. students are.
Areas not covered in the Pharm.D.
Curriculum
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Anatomy
Herbals
Courses that should be added to the
Pharm.D. Curriculum
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Insurance
Anatomy
Pathology
OTC’s
Pharmacy Management
More on Pharmacy Law
Courses that should be deleted from
the Pharm.D. Curriculum
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Informatics
Pharmacogenetics/Pharmacogenomics
Pharmacoeconomics
Rotation Survey breaking out different
specialties & instructors
Endocrinology - 10/6/04 - 10/13/04
Angela Wisniewski
Nicole Paolini
Psychiatry - 10/19/04 -10/26/04
Terry Bellnier
Neurology - 12/7/04 - 12/14/04
Francis Gengo
Gastrointestinal - 12/7/04 - 12/14/04
Timothy Bosinski
Drug & Alcohol - 10/19/04 - 10/26/04
Abuse
Gayle Brazeau
Integrated Case Studies - 12/7/04 - 2/14/04
Patrick Smith
Angela Wisniewski
Nicole Paolini
ADHD - 10/19/04- 10/26/04
Karl Fiebelkorn
Course Evaluation - 12/07/04 - 12/14/04
Patrick Smith
Dermatology - 12/7/04 - 12/14/04
J Frederick Bennes
Rotation Survey breaking out different
specialties & instructors
Fall 2002
Fall 2004
PHM 512
PHM 512
Neurology
Psychiatry/ADHD
Drug and Alcohol
Abuse /
Gastroenterology
Endocrinology
Dermatology/Course
Average
71.0%
93.4%
79.1%
62.6%
61.5%
58.2%
ADHD
CE
Drug & Alcohol Abuse
Dermatology
Endrocrinology
Neurology
GI
Integrated Case Studies
Psychiatry
Average
83.63%
78.18%
87.27%
78.18%
87.27%
81.82%
87.27%
87.27%
87.27%
78.18%
Fall 2003 & Fall 2004
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Back to Back comparisons
On Deck
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New Student Orientation
Admissions
Focus Groups
Peer to Peer
Exit Interviews
Questions