The American Council on Pharmaceutical Education (ACPE) Library and Learning Resources Subcommittee Library and Learning Resources Subcommittee Students Subcommittee Students Subcommittee Faculty Subcommittee Faculty Subcommittee Physical and Practice Facilities Subcommittee Physical and Practice Facilities Subcommittee Financial Resources Subcommittee Financial Resources Subcommittee Curriculum Subcommittee Curriculum Subcommittee Mission, Planning and Assessment Subcommittee Mission, Planning and Assessment Subcommittee Organization and Administration Subcommittee Organization and Administration Subcommittee Self Study Parent Committee Self Study Parent Committee

Accreditation Survey Progress Target Group Respondents Response Rate ACPE Student Survey P1 (2008) % P2 (2007) % P3 (2006) % P4 (2005) % Overall % ACPE Faculty Survey* % ACPE Alumni Survey % ACPE Preceptor Survey % Notes: * 100% response rate based on the participation of all full-time active faculty. The American Council on Pharmaceutical Education (ACPE)

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 Degree of Preparedness

Curricular Assessment Interpretation of the Survey Findings Communication 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. 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 Students believe they are moderately prepared to recommend drug therapy and resolve medication related problems. Students believe they are moderately prepared to recommend drug therapy and resolve medication related problems. Professional Practice Students feel very positive in determining the legitimacy of a prescription, providing counseling to their patients, and devising methods to ensure patient adherence. 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 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. 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 This was consistently the area that students reported they were the least prepared to do upon graduation. 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 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 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 Leadership Leadership For this question the student’s answered they feel only moderately prepared to assume a leadership role in community and professional matters. 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 Have a mandatory over the counter drug class Have a mandatory over the counter drug class Have less paperwork in the P4 year Have less paperwork in the P4 year Need more information on pharmacist to patient interaction (perhaps tied into communication) Need more information on pharmacist to patient interaction (perhaps tied into communication) More on DME More on DME Learn drugs before disease Learn drugs before disease Instructors seem to look down upon doing retail pharmacy when most students stated they plan on doing that. 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. 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 Anatomy Anatomy Herbals Herbals

Courses that should be added to the Pharm.D. Curriculum Insurance Insurance Anatomy Anatomy Pathology Pathology OTC’s OTC’s Pharmacy Management Pharmacy Management More on Pharmacy Law More on Pharmacy Law

Courses that should be deleted from the Pharm.D. Curriculum Informatics Informatics Pharmacogenetics/Pharmacogenomics Pharmacogenetics/Pharmacogenomics Pharmacoeconomics Pharmacoeconomics

Rotation Survey breaking out different specialties & instructors Endocrinology - 10/6/ /13/04 Angela Wisniewski Nicole Paolini Psychiatry - 10/19/04 -10/26/04 Terry Bellnier Drug & Alcohol - 10/19/ /26/04 Abuse Gayle Brazeau ADHD - 10/19/04- 10/26/04 Karl Fiebelkorn Dermatology - 12/7/ /14/04 J Frederick Bennes Neurology - 12/7/ /14/04 Francis Gengo Gastrointestinal - 12/7/ /14/04 Timothy Bosinski Integrated Case Studies - 12/7/04 - 2/14/04 Patrick Smith Angela Wisniewski Nicole Paolini Course Evaluation - 12/07/ /14/04 Patrick Smith

Fall 2002 PHM 512 ADHD78.18% CE87.27% Drug & Alcohol Abuse78.18% Dermatology87.27% Endrocrinology81.82% Neurology87.27% GI87.27% Integrated Case Studies 87.27% Psychiatry78.18% Average83.63% PHM 512 Neurology93.4% Psychiatry/ADHD79.1% Drug and Alcohol 62.6% Abuse / Gastroenterology Endocrinology61.5% Dermatology/Course58.2% Average71.0% Fall 2004 Rotation Survey breaking out different specialties & instructors

Fall 2003 & Fall 2004 Back to Back comparisons Back to Back comparisons Back to Back comparisons Back to Back comparisons

On Deck New Student Orientation New Student Orientation Admissions Admissions Focus Groups Focus Groups Peer to Peer Peer to Peer Exit Interviews Exit Interviews

Questions