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Closing the Assessment Loop: Using Assessment Data to Improve A Management Course Sequence

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Abstract:

Objective: The purpose of this work is to show how course and program-level data were used to improve a management course sequence to meet both accountability (for accreditation purposes) and improvement (for continuous quality improvement) agendas. Methods: Course and program-level data from three sources were extracted and combined to generate an action items list of improvements to three pharmacy management courses. Tools used included student focus groups, fourth-year exit surveys for graduating students, and end of course assessments. Data from these instruments were used to track outcomes over time for these three courses. Course content and objectives were mapped to the both the ACPE revised standards and to the College outcomes document. Results: The survey and focus groups revealed two major themes – redundancy and relevance of course content. The mapping exercise revealed several required content areas missing from the courses. Course content was revised to include missing content, eliminate redundancy and improve relevance. Results of subsequent mapping and survey activities show improvements in measures of compliance with accreditation standards and improved student reports of satisfaction with the overall sequence of courses. Sixty-six percent of students reported that the revised management content was relevant to their future career path, and follow-up focus groups yielded no reports of issues with redundancy. Implications: Course and program-level assessment data can be used to continuously monitor and improve the outcomes of a sequence of courses to meet both accountability and improvement agendas.
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Association:
Name: American Association of Colleges of Pharmacy
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http://www.aacp.org


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URL: http://citation.allacademic.com/meta/p116488_index.html
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MLA Citation:

Kelley, Katherine., Pedersen, Craig., Schneider, Philip. and Bellebaum, Katherine. "Closing the Assessment Loop: Using Assessment Data to Improve A Management Course Sequence" Paper presented at the annual meeting of the American Association of Colleges of Pharmacy, Sheraton San Diego Hotel & Marina, San Diego, California, USA, Jul 05, 2006 <Not Available>. 2013-12-16 <http://citation.allacademic.com/meta/p116488_index.html>

APA Citation:

Kelley, K. A., Pedersen, C. A., Schneider, P. J. and Bellebaum, K. L. , 2006-07-05 "Closing the Assessment Loop: Using Assessment Data to Improve A Management Course Sequence" Paper presented at the annual meeting of the American Association of Colleges of Pharmacy, Sheraton San Diego Hotel & Marina, San Diego, California, USA <Not Available>. 2013-12-16 from http://citation.allacademic.com/meta/p116488_index.html

Publication Type: Abstract
Abstract: Objective: The purpose of this work is to show how course and program-level data were used to improve a management course sequence to meet both accountability (for accreditation purposes) and improvement (for continuous quality improvement) agendas. Methods: Course and program-level data from three sources were extracted and combined to generate an action items list of improvements to three pharmacy management courses. Tools used included student focus groups, fourth-year exit surveys for graduating students, and end of course assessments. Data from these instruments were used to track outcomes over time for these three courses. Course content and objectives were mapped to the both the ACPE revised standards and to the College outcomes document. Results: The survey and focus groups revealed two major themes – redundancy and relevance of course content. The mapping exercise revealed several required content areas missing from the courses. Course content was revised to include missing content, eliminate redundancy and improve relevance. Results of subsequent mapping and survey activities show improvements in measures of compliance with accreditation standards and improved student reports of satisfaction with the overall sequence of courses. Sixty-six percent of students reported that the revised management content was relevant to their future career path, and follow-up focus groups yielded no reports of issues with redundancy. Implications: Course and program-level assessment data can be used to continuously monitor and improve the outcomes of a sequence of courses to meet both accountability and improvement agendas.

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