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dc.contributor.advisorBoesen, Kevinen
dc.contributor.authorCollins, D'Arcy
dc.contributor.authorGollon, Justin
dc.date.accessioned2017-06-22T17:10:14Z
dc.date.available2017-06-22T17:10:14Z
dc.date.issued2007
dc.identifier.urihttp://hdl.handle.net/10150/624326
dc.descriptionClass of 2007 Abstracten
dc.description.abstractObjectives: To design and assess a novel evaluation tool for advanced pharmacy practice experiences (APPEs). Methods: APPE students and faculty of the University of Arizona College of Pharmacy (UA COP) completed an electronic survey assessing their level of agreement with nine questions regarding the evaluation tool’s format, content, and usefulness; they were also asked to select which of two grading systems, current (S, P, C, D, E) or alternate (pass/fail), they prefer. Results were compared with a 50% satisfaction benchmark using a Chi-square test (p<0.05). No identifying/demographic data was collected. Results: Surveys were completed by 48 of 107 eligible participants, giving a 45% response rate. The averaged response rank reflected agreement with all survey questions but number six. When compared to the benchmark, the results were significantly positive except for question number six (p=0.07). No significant difference existed between the current grading system group and the alternate group preferences (p=0.449). Conclusions: UA COP faculty and students should continue to use this evaluation tool to assess proficiency during the APPE portion of their college of pharmacy curriculum. The subjects responded positively to the evaluation, indicating that it is valuable to both faculty and students. Subjects, however, were reluctant to endorse that it facilitates communication between students and preceptors. Future changes to the adjectival scale, accessibility, and the grading system could be investigated.
dc.language.isoen_USen
dc.publisherThe University of Arizona.en
dc.rightsCopyright © is held by the author.en
dc.subjectAdvanced Pharmacy Practice Experienceen
dc.subjectPharmacy Studentsen
dc.subject.meshCurriculumen
dc.subject.meshEducation, Pharmacyen
dc.titleCreation and Assessment of an Evaluation Tool for Advanced Pharmacy Practice Experiencesen_US
dc.typetexten
dc.typeElectronic Reporten
dc.contributor.departmentCollege of Pharmacy, The University of Arizonaen
dc.description.collectioninformationThis item is part of the Pharmacy Student Research Projects collection, made available by the College of Pharmacy and the University Libraries at the University of Arizona. For more information about items in this collection, please contact Jennifer Martin, Associate Librarian and Clinical Instructor, Pharmacy Practice and Science, jenmartin@email.arizona.edu.en
html.description.abstractObjectives: To design and assess a novel evaluation tool for advanced pharmacy practice experiences (APPEs). Methods: APPE students and faculty of the University of Arizona College of Pharmacy (UA COP) completed an electronic survey assessing their level of agreement with nine questions regarding the evaluation tool’s format, content, and usefulness; they were also asked to select which of two grading systems, current (S, P, C, D, E) or alternate (pass/fail), they prefer. Results were compared with a 50% satisfaction benchmark using a Chi-square test (p<0.05). No identifying/demographic data was collected. Results: Surveys were completed by 48 of 107 eligible participants, giving a 45% response rate. The averaged response rank reflected agreement with all survey questions but number six. When compared to the benchmark, the results were significantly positive except for question number six (p=0.07). No significant difference existed between the current grading system group and the alternate group preferences (p=0.449). Conclusions: UA COP faculty and students should continue to use this evaluation tool to assess proficiency during the APPE portion of their college of pharmacy curriculum. The subjects responded positively to the evaluation, indicating that it is valuable to both faculty and students. Subjects, however, were reluctant to endorse that it facilitates communication between students and preceptors. Future changes to the adjectival scale, accessibility, and the grading system could be investigated.


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