ACADEMIC PROGRAM REVIEW DEPARTMENTAL …€¦ · PHRM 766 Patient Assessment and Interviewing - Assessment of student understanding of health literacy and Grading Rubric/Criteria:

ACADEMIC PROGRAM REVIEW

DEPARTMENTAL QUESTIONNAIRE

INSTITUTIONAL EFFECTIVENESS FORM

Department: School of Pharmacy

Name of Respondent: George DeMaagd, Associate Dean of Academic Administration

1. How does your department carry out the mission of Union University?

The mission of the Union University School of Pharmacy is to develop compassionate, comprehensively trained

practitioners who are equipped to meet the immediate and future demands of pharmaceutical science and patient

care in an ever changing health care environment.

The vision of the Union University School of Pharmacy is to:

provide a Christ-centered environment that focuses on the intellectual, spiritual, and moral development of

students in committing themselves to the service and needs of society.

promote an excellence-driven academic culture that instills knowledge and advances understanding of

biomedical, pharmaceutical, social/behavioral/ administrative, and clinical sciences.

develop pharmacy students as practitioners who are people-focused in providing optimum,

interdisciplinary care based on evidence and best-practice standards.

support an academic environment that fosters the future-directed growth of students and faculty as it

relates to education, practice, research, and scholarship initiatives.

2. How well has your department achieved your Expected Student Learning Outcomes and

Expected Program Outcomes Assessment – Your responses to questions 2-3 constitute a reflection

upon the outcomes identified in your previous Academic Program Review. Your responses should

include all aspects of programming in your area, including all locations, all forms of delivery, and all

levels of instruction (undergraduate and graduate). (NOTE) Since this is our first Academic Review (New program 2008) these questions are not relevant.

In Table 1, below we describe our expected student learning outcomes (terminal outcomes),

Assessment Strategy (Course and Competency) and the process of evaluation and analysis.

In Table 2, We describe our School of Pharmacy Evaluation Plan including our program outcomes

(Dashboard Items) used to measure success, assessment strategy and process for evaluation

(Analysis)

Table 1, Union University School of Pharmacy Student Learning Outcomes

Expected Student Learning Outcomes

(terminal outcomes)

Assessment Strategy

(Course and Competency)

Process of Evaluation and Analysis

I. Provide compassionate patient-centered

care to patients from various socio-

economic and cultural backgrounds

PHRM 743 Moral Reasoning

- In a formal presentation, students identify medical/scientific

and moral/ethical issues in a case based scenario and develop a

strategy for addressing the issue using consistent and sound

reasoning based on ethical theories and identify an appropriate

resolution

PHRM 785 Population Health

- Student research proposals assessed for appropriate ethical

considerations, review of literature, research methods,

understanding of statistical analysis, ability to draw conclusions

PHRM 766 Patient Assessment and Interviewing

- Assessment of student understanding of health literacy and

Grading Rubric/Criteria:

- Student presentation graded based on a

rubric that assesses content, clarity,

quality, and consistency

- Passing score of ≥70 required

Analysis: 100% of students received a

score of ≥70%


- Scale of 1-5 with a score of;

1 - Failed to meet expectations

3 - Satisfactory

5 - Exceeds expectations Analysis: 100% of students received a

satisfactory score ≥3


associated factors

- Pre- and Post knowledge and attitudes

based survey

- Higher post test scores relative to pre-

test scores indicative of improved

understanding of health literacy and

associated factors

Analysis: 100% of students post-test

results improved compared with pre-

test results

II. Solve patient-care problems and develop

appropriate pharmacotherapy plans via

evidence-based decisions

PHRM 718 Non-Prescription Drugs & Lab:

- Understand and appropriately take a blood pressure (BP)

reading

- Understand and appropriately obtain a blood glucose value

utilizing a blood glucose meter


- Successful measurement of BP within

5% of pre-set BP on human patient

simulator

Analysis: 100% of students obtained

BP reading within 5% of pre-set

value, with in two trials on human

patient simulator.

- Successful calibration, measurement &

analysis of blood glucose levels based on

ADA guidelines

Analysis: 100% of students able to

calibrate, measure and analyze blood

glucose levels based on ADA

guidelines

PHRM 749/769 Applied Therapeutics with Simulation 1, 2

- Develop a written evidence based therapeutic plan (Subjective

Objective, Assessment, Plan -SOAP note) and verbally present

the case and treatment plan to fellow peers and a clinical

preceptor or faculty members


- Performance measures include

objective categories of knowledge,

skills, professionalism, and plan

-12 objectives (5 categories) assigned

points (rubric):

1.0 – failing performance

2.0 – substantial improvement needed

2.5 – moderate improvement needed

3.0 – minor improvement needed

3.5 – meets expectations

4.0 – exceeds expectations

Scores assigned for the 5 categories:

passing requires no harm to patient, no

scores of 1 or an average of > 2.60

Analysis: 100% of students received

an average score of ≥ 2.6 on each case

assigned

PHRM 706 Cardiology elective - Assessment of Advanced cardiac life support (ACLS) using

the MegaCode tool in accordance with American Heart

Association (Simulation lab)


- Rubric from the American Heart

Association MegaCode tool used

- Rubric grades student antiarrhythmic

drug management and appropriate use of

Automated External Defibrillator (AED)

- 100% score required to pass

Analysis: 100% of students in the

PHRM 706 elective successfully met

the criteria and were ACLS certified

APPE 730G Critical Care Rotation - Students “on call” 5 nights during rotation and are assessed

based on their responses

Grading Rubric/Criteria: - Grading rubric for answering call is

utilized and assesses the scenario:

1. Patient specific information,

allergies, medication history

2. Also assessed using a rubric with a

possible 3 pts for each section

(16pts total), require 70% to pass

a. Available for call

b. Collect appropriate

information

Analysis: 100% of students enrolled

received a passing score

of 70% or > on the answering call

assessment

PHRM 705 Pharmaceutical Calculations

- Completion of core calculations required related to specific

patient case/care scenarios

Grading Rubric/Criteria: Accurate completion of pharmaceutical

calculations with a score of 100%

- Cockcroft and Gault calculation

- Aliquot preparation

- Ratio and proportion calculations

Analysis: 100% of the student cohorts

successfully completed the core

calculations competencies

Advanced Pharmacy Practice Experiences (APPEs)

- Collect, analyze, and accurately evaluate subjective and

objective patient information for the development of a

treatment/pharmaceutical care plan


Student performance on care plan

graded using the following rubric

4.0 = Consistently performs at or

beyond the expectations. Performs

without assistance 90% of the time.

3.0 = Performs at the expectations

of a student at this level most of the

time. Performs without assistance 75-

89% of the time.


of a student at this level in some areas.

Several areas need improvement.

Performs without assistance 50-74% of

the time.

1.0 = Student needs significant

improvement. Performs without

assistance < 50% of the time

Analysis: 100% of student cohorts

successfully completed all required

APPE rotations prior to graduation

with average scores of ≥ 2.0

III. Successfully manage a patient-

centered practice, including the

management of personnel

PHRM 765 Pharmacoeconomics and Health System

Management

- Development of a business plan including pharmacoeconomic

analysis

PHRM 770 Pharmacokinetic Principles and Application

- Calculation of a log-linear drug concentration profile

- Therapeutic drug monitoring: - Design a regimen and adjust

dose after drug concentrations (Vancomycin or Gentamicin)

have been returned from the lab


Grading rubric for business plan requires

70% or > score

Analysis: 100% of students

successfully completed the business

plan with a score of > 70%


- Use the slope and (given) one point to

calculate a second point on the profile

and use the two points to calculate the

log-linear slope (100% score required)

- Calculate an appropriate dose for drug

selected using the levels provided (100%

score required)

Analysis: 100% of student cohort


Manage a patient centered practice including administrative

processes, legal issues, formulary compliance, quality assurance,

medication distribution and patient safety

successfully completed the

pharmacokinetic calculations

competencies










89% of the time.





the time.




Analysis: Class of 2013 cohort


APPEs prior to graduation with

average scores of ≥ 2.0 or >

IV. Provide pharmaceutical care,

including the development of disease state

management programs

PHRM 730/731/746, Introductory Pharmacy Practice

Experiences

- Assignments assess proper selection of non-prescription drug

products

PHRM 749/769 Applied Therapeutics with Simulation 1, 2

- Develop a written evidence based therapeutic plan (Subjective

Objective, Assessment, Plan -SOAP note) and present the case

and treatment plan to fellow peers and a clinical preceptor or

faculty members

PHRM 730/731/746 Introductory Pharmacy Practice

Experiences (IPPEs)

- Student application of principles and concepts of

pharmaceutical calculations to patient case scenarios assessed


- Assessment uses rubric to evaluate five

questions/case scenarios, 100% score

required)



IPPE case studies


- Performance measures include

objective categories of knowledge,

skills, professionalism, and plan

-12 objectives (5 categories) Assigned

points (rubric):

1.0 – failing performance

2.0 – substantial improvement needed

2.5 – moderate improvement needed

3.0 – minor improvement needed

3.5 – meets expectations

4.0 – exceeds expectations

Scores assigned for the 5 categories:

passing requires no harm to patient, no

scores of 1 or an average of > 2.60


received an average score of ≥ 2.6 on

each case assigned and successfully

met the passing criteria


- Student ability to evaluate patient case

scenarios and provide appropriate drug

dosing for the following disease states.

- Malaise and fever

- Otitis media

- 100% score required

Analysis: 100% the student cohorts

PHRM 766 Patient Assessment and Interviewing

- Student ability to conduct basic patient physical assessment

PHRM 734 Pharmaceutics II - Student demonstration of aseptic preparation techniques for

intravenous formulations

PHRM 734 Pharmaceutics II - Demonstration of student ability to perform basic calculations

for compounding prescriptions.


- Student ability to discuss current therapeutic treatment


IPPE case studies


Rubric evaluates student physical

assessment skills on human patient

simulators

- Blood pressure (mmHg):Within 5% of

pre-set BP

- Pulse (bpm): within 5% of pre-set pulse

- Respiratory rate (rpm): within 5% of

pre-set respiratory rate

- Lung sounds (Normal, Crackles,

Wheeze, Rhonchi): Identify pre-set

sound

- Bowel sounds (None, Hypoactive,

Normal, Hyperactive): Identify pre-set

sound

- ECS – Simulation Lab: Heart sounds

-Heart rhythm – Regular, Irregular):

Identify Pre-set rhythm

-Heart rate – Bradycardic, Normal,

Tachycardic): Identify Pre-set heart rate

Analysis: 100% of the students from

Class of 2014 successfully completed

all required Patient assessment

competencies


- USP 797 Certification using Valteq

RL-2 System

Rubric evaluates student ability to follow

USP chapter 797 guidelines

Three graded components (A score of

85% required):

- Placement of sterile gloves

- Procedure for washing a gowning

- Preparing sterile procedure using

aseptic technique

Other measures of success:

- Finger-tip test: No microbial growth

should be observed

- Sterile product analysis: No microbial

growth preparation should be observed

Analysis: 100% of the class cohorts

successfully met the competency

criteria and received USP 797

certification.


- Success on 5 basic pharmaceutical

calculations

- Score of 100% required


successfully completed the

pharmaceutics II calculations

competencies



recommendations for disease states common to practice and

develop evidence-based treatment plans








89% of the time.

2.0 =Performs at the expectations




the time.




Analysis: Student cohort successfully

completed all required APPEs prior to

graduation with average scores of ≥

2.0.

V. Provide appropriate health and

wellness services to the patients for which

they provide care

PHRM 729 Immunization Training Course

- Student ability to administer immunization

PHRM 718 Non-prescription Drugs Counseling and

Communications

- Student ability to counsel patients on wellness strategies


- Student ability to counsel patients on wellness strategies


American Pharmacy Association

certification course used to certify

students

- Successful preparation of (placebo) IM

and SQ syringes (volumes checked)

- Successful administration of placebo

vaccines for routes noted above

Analysis: 100 % of student cohorts

successfully completed

the immunization certification

program.


Rubric includes use of open-ended

questions, maintaining receptive posture,

evidence of empathy & provision of

patient specific medication counseling

- Faculty assessment of student

performance

- Student Assessment (peer-evaluation)

- Performance assessment based on scale

of 1-3 (rarely to consistently)

- Average score of 2 or > required for

successful achievement of competency



Counseling and Communications

passing criteria with a score of ≥ 2.

Grading Rubric/Criteria









89% of the time.





the time.




Analysis: Student cohorts successfully



2.0.

VI. Communicate appropriately with

patients, their family members and other

health professionals

PHRM718 Non-Prescription Drugs & Lab:

Demonstrate ability to counsel patients on over-the-counter and

prescription medications

- Patient/family case scenarios e.g., pediatric & geriatric patient

interactions

- Student involvement (role playing as patient, pharmacist &

peer evaluator)


Experiences (IPPEs)

- Assignment to assess the demonstration of effective

communication skills using the acronym “SCHOLAR”


- Demonstrate ability to counsel patients on over-the-counter

and prescription medications

- Communicate effectively with patients, caregivers, healthcare

professionals, and the public


Rubric includes - use of open-ended

questions, maintaining receptive posture,

evidence of empathy & provision of

patient specific medication counseling

- Faculty assessment of student

performance

- Student Assessment (peer-evaluation)

- Performance assessment based on scale

of 1-3 (rarely to consistently)

- Average score of 2 or > required for

successful achievement of competency



Counseling sessions with a score of ≥

2.


- Requires student completion of six part

assessment

- 100% completion, check off required

Analysis: 100 % of the student cohorts

successfully completed the six part

Communications skills assessment

Grading Rubric/Criteria Student performance on care plan graded

using the following rubric







89% of the time.





the time.






graduation with average scores ≥ 2.0.

VII. Function as members of

interdisciplinary patient care teams


Experiences (IPPEs)

- Assessment of student understanding of interprofessional

education (IPE) concept/benefits and its application to pharmacy

practice

- Shadow experience to provide understanding of roles of other

health care professionals, e.g. physicians, nurses, nurse

practitioners, physician assistants


- Student ability to effectively communicate with other

healthcare professionals in an interdisciplinary environment.


Review article on IPE and complete

four question rubric



- Documentation log required to reflect

on experiences



completed the IPE assessment.









89% of the time.





the time.







VIII. Effectively evaluate professional

literature and use these findings to improve

patient care

PHRM 772 Literature Evaluation/Landmark Trial

- Evaluation of student ability to evaluate primary literature


Experiences (IPPEs)

- Assessment of use of appropriate drug information (DI)

resources by locating requested online references and

completing required questions


- Assessment of student ability to successfully interpret and

apply current literature to practice


Journal Club Evaluation Rubric assesses

ability to evaluate study components

(introduction, study design, methods,

subjects, interventions, outcomes and

data analysis)

- Rubric grading: Excellent, Satisfactory,

Needs improvement, unacceptable

- Satisfactory or > required for passing

score


achieved satisfactory score ≥ 8 on

their literature evaluation assessment.


- Correct response to five drug

information scenarios using various DI

references required

- 100% completion required


successfully completed the drug

information assessment.









89% of the time.





the time.







IX. Utilize informatics as appropriate

throughout their practices

PHRM 700 Introduction to Pharmacy

- Assessment of the role of informatics in the practice of

pharmacy

PHRM 723 Drug Information and Informatics

- Assessment of student responses to simulated drug information

questions

Advanced Pharmacy Practice Experience (APPE) 760:

Applied Drug Information

- Assessment of student responses to drug information questions


- Define role of informatics in pharmacy

practice, correct response required


completed the informatics definition

assessment with a correct response.


- Rubric includes assessment of

completeness of response, HIPAA

compliant, question categorization,

utilization of appropriate references ,

completeness of response, correct

recommendation and appropriate

referencing

* - Continuous scale from 7 to 10; A

grade of zero is assigned for

unacceptable work. Grading Key:

Unacceptable=0 (F), Unsatisfactory=7

(C), Satisfactory=8 (B), Good=9 (A),

Complete=10 (A)


successfully completed the simulated

drug information assessment with a

satisfactory score ≥ 8.


- Rubric includes assessment of

completeness of response, HIPAA

compliant, question categorization,

utilization of appropriate references ,

completeness of response, correct

recommendation and appropriate

referencing

* - Continuous scale from 7 to 10; A grade

of zero is assigned for unacceptable

work. Grading Key: Unacceptable=0 (F),

Unsatisfactory=7 (C), Satisfactory=8

(B), Good=9 (A), Complete=10 (A)


successfully completed the simulated

drug information assessment with a

satisfactory score ≥ 8.


- Assessment of student utilization of informatics in daily

practice









89% of the time.





the time.







2.0.

X. Practice in a legal and ethical manner

PHRM 700 Introduction to Pharmacy

- Assessment of student knowledge of appropriate components

of a legal prescription

PHRM 744 Pharmacy Jurisprudence

- Assessment of student ability to accurately complete a Drug

Enforcement Agency (DEA) Form 222 used for ordering

schedule I/II drugs


Experiences (IPPEs)

- Demonstrate knowledge of proper legal and ethical practice

related to medication dispensing


Prescription writing:

- Successful writing of a prescription

with all required components/content.

- 80% of required content at course

midpoint

- 90% of required content at course

completion


completed the prescription writing

competency with a score ≥ 90%.


- DEA form 222 graded based on

compliance to State and Federal Laws

pertaining to sale and transfer of

schedule I-II drugs

- Passing score of 70% required for

proper documentation


successfully completed the DEA Form

222 competency with a passing score

of 70%.


- A four component assessment rubric

utilized

- Requires completion of basic pharmacy

law questions that include: intern rules,

expectations of pharmacist in charge,

technician responsibilities and

scheduling of controlled substances

- 100% passing required


successfully completed the legal and

ethical assessment.


- Assessment of student demonstration of professionalism

(altruism, ethical behavior, use of excellent interpersonal skills)









89% of the time.





the time.





completed all required APPE prior to


2.0.

Assessment Findings and Analysis

Assessment Tools

Improvements to Program

Curriculum PHRM 718 Non-Prescription Drugs and

Counseling and PHRM 740-

761Pharmacotherapy courses:

- First and second year pharmacy students had

difficulty adjusting to case based format on

exams in these courses

PHRM 718 Non-Prescription Drugs and

Counseling:

- Lack of objectives in some lectures.

- Additional data collected via ACPE

comments and faculty concerns related to lack

of simulated patient counseling experiences

prior to first Introductory Pharmacy Practice

Experience.

- Other concerns from faculty/students was

related to lack of exposure to top 200 drugs

Course Evaluations

Faculty Evaluations

Focus Groups

Action plans: PHRM 718 and all

Pharmacotherapy courses 740-761

- Case studies embedded into lecture

sessions in both courses

Action plans: PHRM 718

- Objectives were added by individual

faculty to their lectures

- Additional opportunities for patient

counseling incorporated into Non-

Prescription Drugs and Counseling course

- Greater focus on patient /medication

counseling included

- Final counseling assessment (capstone)

added to the final exam

- In addition, an introduction to the top 200

prescription drugs section was added to the

course, to better prepare students on basic

drug knowledge early in the curriculum

PHRM 715 Principals of Medicinal

Chemistry:

- Student and faculty concern regarding lack

of sound knowledge base in chemistry and

preparedness for this course and

subsequent Medicinal chemistry courses

Course Evaluations

Focus Groups

Action plans:

- Online chemistry reviews provided to offer

remediation for students.

- Active learning exercises provided to give

students more time to apply and master the

material in preparation for the Medicinal

Chemistry courses

PHRM 715-745Medicinal Chemistry and

Pharmacology sequence:

- Assessment feedback from students and

faculty indicated the need to refine content,

layout and focus of topic discussions as well

as integrate the two disciplines

Course Evaluations

Faculty Evaluations

Focus Groups

Action plans: Courses restructured to lay a

strong foundation for the study and practice

of Pharmacotherapy principles.

Key changes incorporated include:

- Restructuring of Principles of Medicinal

Chemistry course into a Principles of

- Specific concerns regarding Pharmacology

instructor preparedness, content, delivery,

organization and lack of objectives

Pharmaceutical Sciences to include

introductory biochemistry, pharmacology

and pharmaceutics concepts with no change

in number of credit hours

- Integration of Pharmacology II and III

courses with Medicinal Chemistry II and III

courses into a 2 set of Chemical and

Pharmacological Basis of Drug Action II

and III courses. The credit hours for each of

the integrated courses increased to 4 and

better topic alignment achieved

- All courses refined to include more

clinical application based discussions, Self-

Directed Learning activities, Q & A

sessions, Written assignments, Quizzes,

Online Tutorials, and Mechanism of action

animations

PHRM 705 Pharmaceutical Calculations:

- First year pharmacy students had concerns

regarding lack of completed problem samples

for their review

- Input from faculty and students regarding

course scheduling and the need to separate

contact time into two 1 hr blocks

Course Evaluations

Focus Groups

Action Plans:

- Portion of class time utilized for review

sessions to cover problem sets

- Quizzes added to provide formative

assessment

- Course divided into two 1 hour blocks

BIO 510 Gross Anatomy:

- Concerns regarding; length of lecture e.g. 3

hr block, content and relevance to pharmacy,

number of students per lab e.g. 15, correlation

of lecture material with lab content

Course Evaluations

Faculty Evaluations

Focus Groups

Action Plans:

- Course delivery included splitting the

lecture from a 3 hour weekly block into two

1.5 hour blocks

- Lecture material better correlated with lab

content

- Lab sessions re-designed with 3 sessions

(2hrs) with 8 students per lab to improve

faculty to student ratio and create more

opportunities for active learning.

- Course content re-evaluated to focus

anatomical systems relevant to pharmacy

BIO505/507 Applied Anatomy & Physiology

I/II:

- Concerns regarding; length of lecture time,

lack of clear objectives, methods of

evaluation and discussion time

- Concerns regarding content focused toward

nurse anesthetists

- Lack of pharmacy related neurology content

Course Evaluations

Faculty Evaluations

Focus Groups

Action Plans:

- Course divided into three sessions per

week e.g. 2 hr blocks

- Starting Spring 2010, course taught

specifically to pharmacy students

- Fall of 2011, Immunology content moved

to a new course BIO585 Immune Response

to Infectious Disease

- This allowed for inclusion of more time

for neurology/physiology discussion

PHRM 700 Introduction to Pharmacy:

- Assessment feedback from First year

pharmacy cohort indicated lack of exposure to

pharmacy residency process/purpose/training

Course Evaluations

Focus Groups

Action Plans:

- Pharmacy resident invited to speak in the

fall of 2009

- Additional sessions offered by faculty to

discuss the residency process and how the

matching process works

PHRM 785 Faith and Science:

- Concerns regarding level of instruction,

redundancy with moral reasoning course and

among speakers and overall relevance to

pharmacy

- Other concerns included the class length e.g.

3 hours (3 credit hour course)

Course Evaluations

Faculty Evaluations

Focus Groups

Student Survey

Action Plans:

- Course credits reduced to 2 hours

- Course re-designed in 2012 to meet the

core values of Union University and re-

titled as PHRM 785 Christian Faith and

Pharmacy

PHRM 723 Drug information & Informatics:

- Student feedback indicated need for more

active learning components to the course

Course Evaluations

Action Plan:

- More active learning sessions added to

improve student literature search skills,

and in class hands on literature searching

activities included

IPPE 730:

- Preceptor feedback highlighted need for

more medical terminology preparation prior

to students’ first IPPE

- Faculty input suggested the need for

knowledge of laboratory medicine prior to

starting Pharmacotherapy and Applied

Therapeutics sequence

Introductory Pharmacy Practice

Experiences (IPPE) Evaluations

Institutional and Community

Preceptor Advisory group sessions

Action Plans:

- Medical Terminology course scheduled in

the Fall semester of P1 year prior to IPPE

730 in January or summer of the next year

- Clinical Laboratory Medicine course

scheduled in the Spring semester of P1 year

which provided exposure to Lab medicine

prior to Pharmacotherapy and Applied

Therapeutics sequence

PHRM 733/734 Pharmaceutics I/II:

Student feedback indicated need for

- More exams, class discussions/active

learning and question sessions, review of

pharmaceutical calculations

Course Evaluations

Faculty Evaluations

Focus Groups

Action Plans:

- Third exam added to the schedule

- Pre-assigned problems discussed in class

- More in class discussions incorporated

- Schedule revised to include review of

pharmaceutical calculations during the first

week of class

PHRM743 Moral Reasoning in Health Care:

- Concerns regarding grading rubric used for

the course and written assignment and text

book use

Course Evaluations

Faculty Evaluations

Focus Groups

Action plans:

- Evaluation rubrics refined and made

available to students in advance of written

assignments

- Textbook replaced with supplemental

reading

PHRM 749/769 Applied Therapeutics w/

simulation:

- Assessment data indicated concerns

regarding lack of directions for case review,

and hospital orientation session time

- Grading subjective process and varies

among preceptors/lack of continuity in

grading

Course evaluations

Focus groups

Action Plans:

- Orientation session increased to 2 weeks

and simulation and hospital sessions

included

- Preceptors model a case for each course in

order to provide clearer expectations for

students

- Shadow opportunities for P1 students

offered

- Hospital electronic medical record (EMR)

training added to session

- SOAP note process clarified with students

and examples provided

- Grading converted to pass/fail

- Rubric modified to include definitive

grading requirements

- Improved communication between

preceptors/students during the course e.g.

obtaining new patient case in event of a

discharged patient

PHRM 770 Pharmacokinetics Principles and

Application:

- Concerns with length of lab sessions e.g. 3

hours

- Lack of continuity between lecture and lab

Course evaluations Action plans:

- Lab split into two days of 1.5 hr per lab

session in fall of 2011

PHRM 765 Pharmacoeconomics & Health

Systems Management:

- Concern regarding lack of

pharmacoeconomic application

PCOA exam results data

Graduate Survey

Action plan:

- Pharmacoeconomic application content

added to the business plan component of the

course for Fall 2012

PHRM766 Patient Assessment and

Interviewing:

- Concerns related to the lack of patient

counseling from a retail perspective

Course Evaluations

Focus Groups

Action plan:

- Prescription assessment and counseling

components added to the course for Fall

2012

PHRM 772 Literature Evaluation/Landmark

Trials:

- Assessment feedback noted that students

needed more instruction or demonstration

prior to presenting their capstone clinical trial

project

Course Evaluations

Focus Groups

Action plans:

- Course modified and

instruction/demonstration sessions added

starting Fall of 2011

- Presentation evaluation rubric redesigned

to better assess presentation skills and

understanding

Assessment Findings and Analysis

Assessment Tools

Improvements to Program

Programmatic Assessment

Spring Kickoff:

- Surveys administered to each first year

pharmacy cohort

- Students feedback on multiple areas of the

program and topics collected

Kickoff Survey Action plans

- Sessions reduced to one day

- More time devoted to financial aid issues

- Tours of off-campus apartments

- Introduction to pharmacy organization

included

- Sessions on tips for success in Pharmacy

program

Orientation Sessions:

- Surveys administered to each first year

pharmacy cohort

- Students feedback on multiple areas of the

program and topics collected

Orientation Survey Action plans:

- Increased emphasis placed on financial aid

issues

- Relevant technical support sessions

included

- Student names tags used

Student Survey of UU Facilities and

Resources:

- Student survey administered to each

pharmacy cohort on an annual basis

- The survey assesses non-academic

components of the pharmacy program.

e.g. facilities, campus support

- Key findings - Classroom & space issues,

financial aid process e.g. distribution date,

amount of loan for 12 month academic year,

professionalism issues, student access to

pharmacy building before and after regular

school hours

Student Survey

Action plans:

- Concerns with facilities resolved with the

move into the new pharmacy building

- Dates for financial aid moved forward

- Amount of financial aid awards being

evaluated and plans in place to increase total

annual distribution

- Providence hall building hours expanded

from 6am to 2am.

- Professionalism policy finalized and

implemented in the fall of 2011

- Additional towel dispenser was added in

the girls’ bathroom to take care of

congestion near the door.

School of Pharmacy Dean’s Advisory group:

- Sessions between SOP Dean/Leadership and

Internal and External stakeholders held in the

spring of 2009

Dean’s Advisory Council 2009

Action plans:

- Multiple leaders from the West Tennessee

area including the Chief Executive Officer,

West Tennessee Health Care, Director of

Baptist Memorial Hospital Foundation,

other Pharmacy directors, representatives

from the Union University Board of

Directors and local health professionals

including physicians and pharmacists

- Description of all aspects of the pharmacy

program shared and input encouraged

Focus Groups:

- Student focus group sessions held between

SOP Dean and all student cohorts

Focus Groups Action plans:

- Consider credit/debit card swipe systems

installed on vending machines

- More financial support for TPA/TSSP

travel and attendance will be provided

Documents

ACADEMIC PROGRAM REVIEW DEPARTMENTAL …€¦ · PHRM 766 Patient Assessment and Interviewing - Assessment of student understanding of health literacy and Grading Rubric/Criteria: