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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%
Grading Rubric/Criteria:
- 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
Grading Rubric/Criteria:
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
Grading Rubric/Criteria:
- 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
Grading Rubric/Criteria:
- 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)
Grading Rubric/Criteria:
- 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
Grading Rubric/Criteria:
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.
2.0 = Performs at the expectations
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/Criteria:
Grading rubric for business plan requires
70% or > score
Analysis: 100% of students
successfully completed the business
plan with a score of > 70%
Grading Rubric/Criteria:
- 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
Advanced Pharmacy Practice Experiences (APPEs)
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
Grading Rubric/Criteria:
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.
2.0 = Performs at the expectations
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: Class of 2013 cohort
successfully completed all required
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
Grading Rubric/Criteria:
- Assessment uses rubric to evaluate five
questions/case scenarios, 100% score
required)
Analysis: 100% of the student cohorts
successfully completed all required
IPPE case studies
Grading Rubric/Criteria:
- 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 the student cohorts
received an average score of ≥ 2.6 on
each case assigned and successfully
met the passing criteria
Grading Rubric/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.
Advanced Pharmacy Practice Experiences (APPEs)
- Student ability to discuss current therapeutic treatment
successfully completed all required
IPPE case studies
Grading Rubric/Criteria:
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
Grading Rubric/Criteria:
- 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.
Grading Rubric/Criteria:
- Success on 5 basic pharmaceutical
calculations
- Score of 100% required
Analysis: 100% of student cohorts
successfully completed the
pharmaceutics II calculations
competencies
Grading Rubric/Criteria:
Student performance on care plan
recommendations for disease states common to practice and
develop evidence-based treatment plans
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.
2.0 =Performs at the expectations
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: 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
Advanced Pharmacy Practice Experiences (APPEs)
- Student ability to counsel patients on wellness strategies
Grading Rubric/Criteria:
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.
Grading Rubric/Criteria:
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
Analysis: 100 % of student cohorts
successfully completed all required
Counseling and Communications
passing criteria with a score of ≥ 2.
Grading Rubric/Criteria
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.
2.0 =Performs at the expectations
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: Student cohorts successfully
completed all required APPEs prior to
graduation with average scores of ≥
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)
PHRM 730/731/746 Introductory Pharmacy Practice
Experiences (IPPEs)
- Assignment to assess the demonstration of effective
communication skills using the acronym “SCHOLAR”
Advanced Pharmacy Practice Experiences (APPEs)
- Demonstrate ability to counsel patients on over-the-counter
and prescription medications
- Communicate effectively with patients, caregivers, healthcare
professionals, and the public
Grading Rubric/Criteria:
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
Analysis: 100 % of student cohorts
successfully completed all required
Counseling sessions with a score of ≥
2.
Grading Rubric/Criteria:
- 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
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.
2.0 =Performs at the expectations
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: Student cohorts successfully
completed all required APPEs prior to
graduation with average scores ≥ 2.0.
VII. Function as members of
interdisciplinary patient care teams
PHRM 730/731/746 Introductory Pharmacy Practice
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
Advanced Pharmacy Practice Experiences (APPEs)
- Student ability to effectively communicate with other
healthcare professionals in an interdisciplinary environment.
Grading Rubric/Criteria:
Review article on IPE and complete
four question rubric
- 100% completion, check off required
Grading Rubric/Criteria:
- Documentation log required to reflect
on experiences
- 100% completion, check off required
Analysis: Student cohorts successfully
completed the IPE assessment.
Grading Rubric/Criteria 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.
2.0 =Performs at the expectations
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: Student cohorts successfully
completed all required APPEs prior to
graduation with average scores ≥ 2.0.
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
PHRM 730/731/746 Introductory Pharmacy Practice
Experiences (IPPEs)
- Assessment of use of appropriate drug information (DI)
resources by locating requested online references and
completing required questions
Advanced Pharmacy Practice Experiences (APPEs)
- Assessment of student ability to successfully interpret and
apply current literature to practice
Grading Rubric/Criteria:
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
Analysis: 100 % of the student cohorts
achieved satisfactory score ≥ 8 on
their literature evaluation assessment.
Grading Rubric/Criteria:
- Correct response to five drug
information scenarios using various DI
references required
- 100% completion required
Analysis: 100 % of student cohorts
successfully completed the drug
information assessment.
Grading Rubric/Criteria 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.
2.0 =Performs at the expectations
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: Student cohorts successfully
completed all required APPEs prior to
graduation with average scores ≥ 2.0.
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
Grading Rubric/Criteria:
- Define role of informatics in pharmacy
practice, correct response required
Analysis: 100% of the student cohorts
completed the informatics definition
assessment with a correct response.
Grading Rubric/Criteria:
- 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)
Analysis: 100% of the student cohorts
successfully completed the simulated
drug information assessment with a
satisfactory score ≥ 8.
Grading Rubric/Criteria:
- 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)
Analysis: 100% of the student cohorts
successfully completed the simulated
drug information assessment with a
satisfactory score ≥ 8.
Advanced Pharmacy Practice Experiences (APPEs)
- Assessment of student utilization of informatics in daily
practice
Grading Rubric/Criteria 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.
2.0 =Performs at the expectations
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: Student cohorts successfully
completed all required APPEs prior to
graduation with average scores of ≥
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
PHRM 730/731/746 Introductory Pharmacy Practice
Experiences (IPPEs)
- Demonstrate knowledge of proper legal and ethical practice
related to medication dispensing
Grading Rubric/Criteria:
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
Analysis: 100% of student cohorts
completed the prescription writing
competency with a score ≥ 90%.
Grading Rubric/Criteria:
- 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
Analysis: 100% of the student cohorts
successfully completed the DEA Form
222 competency with a passing score
of 70%.
Grading Rubric/Criteria:
- 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
Analysis: 100 % of the student cohorts
successfully completed the legal and
ethical assessment.
Advanced Pharmacy Practice Experiences (APPEs)
- Assessment of student demonstration of professionalism
(altruism, ethical behavior, use of excellent interpersonal skills)
Grading Rubric/Criteria 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.
2.0 =Performs at the expectations
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: Student cohorts successfully
completed all required APPE prior to
graduation with average scores of ≥
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
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