Improving a Curriculum Through Incremental Changes Based on Programmatic Assessment Results

Objectives: To describe implementation of incremental curriculum changes aimed at addressing identified gaps via subjective and objective programmatic assessment in a 2 + 2 curriculum. Method: After low first-time NAPLEX pass rates for two consecutive class years, subjective and objective assessment of a 2 + 2 curriculum was conducted. The curriculum was benchmarked to the other existing 2 + 2 program. Other assessments that occurred include: intensive course content review, course credit number versus instructional time audit, vertical and horizontal topical sequence revision in the clinical, basic sciences and social and behavioral course sequences, faculty/student feedback and focus groups; outside experts and best practice consulting. Results: Instructional time was increased from 15 to 19 weeks to mirror the only successful 2 + 2 Pharm.D program. Discrepancies in instructional time versus credit hours were identified in four courses resulting in increased instructional times. Laboratory courses increased from sporadic lab meeting times to once weekly meetings times (three courses) resulting in further strengthening of the compounding curriculum. Nine new therapeutic topics introduced during years 3 and 4 were reinstated in the first two years.Topical clinical sequence was revised to integrate and harmoniously match the basic science curriculum.Social and behavioral course sequence was benchmarked to other pharmacy programs and resequenced and adjusted accordingly. Implications: Curricular assessment is valuable in addressing gaps and strengthening a curriculum. Further study is necessary to determine if the changes implemented are valuable and positively impact performance on first-time NAPLEX pass rates

Evaluate to Learn: Integrating Assessment Data to Improve Outcome of a Didactic Biomedical Science Course

Objectives: To describe the evaluation system used to identify curricular issues within a pre-clinical biomedical science course in a Pharm.D program and report the difference in outcome after implementation of the resulting changes. Method: Course content, sequence of delivery and integration of topics with other courses in the relevant tracks were reviewed to identify discrepancies. Evaluation feedback from students and faculty were obtained from E-value online course evaluation system, and end of course discussion reports. Student performance in the course before and after implementing the recommended changes were compared to assess their effectiveness. Results: Content duplications and discord in the delivery sequence were identified within the course and corrected accordingly. Infectious disease content was also added in the form of interactive group cases. The information obtained from evaluations by students and faculty were compiled as a list of recommendations communicated to the course coordinator, as guidelines to alter the structure and content of the course. The overall class average earned by students enrolled in the course increased by 12% and the mean score obtained for course effectiveness in the E-value course evaluation tool improved by 0.5 points (in a scale of 1 to 5) after changes. Implications: The data indicates a probable improvement in student learning as a result of the assessment driven course changes. But the student performance comparison data are restricted to 2 cohorts which limits the reliability of the results thus requiring further investigation