• Evaluating an APPE Assessment Tool Using Electronic Surveys to Assess Preceptor Attitudes and Implementing Improvements to More Accurately Measure Student Achievement

      Cooley, Janet; Thoi, Sandi; Ardebili, Ranna; Boles, Hilary; Grear, Amanda; Cooley, Janet; Thoi, Sandi; College of Pharmacy, The University of Arizona (The University of Arizona., 2016)
      Objectives: (1) To assess preceptors’ attitudes regarding the usefulness of the web-based assessments in evaluating rotation students. (2) To determine which assessment tool (original versus modified) provides more in-depth feedback for the evaluation of students. Subjects: Preceptors for 4th year students completing their Advanced Pharmacy Practice Experiences (APPE) in a variety of pharmacy settings. Methods: Electronic surveys anonymously collected ratings of preceptor attitudes toward the original and modified APPE assessment tools. Data on the usefulness, strengths, and limitations of both tools were analyzed through thematic analysis. Results: Surveys assessing preceptor attitudes towards the original assessment tool (46 responses) and modified assessment tool (29 responses) were collected and analyzed. Similar representation was seen across all rotation settings, with an average of 7 years of precepting experience. Preceptor attitudes were more positive towards the modified tool. More preceptors “strongly agreed” or “agreed” that they were able to effectively evaluate students with the modified tool compared to the original tool (83% vs. 63%). Additionally, more preceptors “strongly agreed” or “agreed” that the modified tool incorporated all necessary competencies (79% vs. 48%) and aided student growth by addressing deficits compared to the original tool (73% vs. 50%). Conclusions: APPE preceptors perceived both the original and modified assessment tools as effective, favoring their brevity and ease of use. However, preceptor attitudes were more positive towards the modified tool. The methods utilized in this study can be implemented again for future updates of the APPE assessment tool.
    • The Impact of Interprofessional Education on the Attitudes of First-­‐year Pharmacy Students

      Herrier, Richard; Thoi, Sandi; Lin, Christine; College of Pharmacy, The University of Arizona (The University of Arizona., 2010)
      OBJECTIVES: To determine how an interprofessional education (IPE) activity impacts students' attitudes toward interacting with other health professionals. METHODS: Students who are enrolled as first-­‐year students at the University of Arizona College of Pharmacy in the Fall 2009 semester were eligible for this study. Questionnaires administered during regularly scheduled classes collected levels of agreement with statements relating to working with other health professionals and the importance of IPE. Data on gender, years of undergraduate study, current degrees, type of work experience, and years of work experience were also collected. RESULTS: Questionnaires were completed by 93 students before the IPE activity and 66 students after the IPE activity. Overall, attitudes toward interprofessional learning and working with other healthcare professionals, reflected by student questionnaire ratings, were the same or worse after the IPE activity. CONCLUSIONS: Attitudes toward interprofessional learning and working with other healthcare professionals appeared to have no change or changed for the worse after the IPE activity that took place on September 3, 2009.