SPECIAL ARTICLES Best Practices for Survey Research Reports Revisited: Implications of Target Population, Probability Sampling, and Response Rate

Several papers have been published recently in the Journal addressing ''best practices'' for survey research manuscripts. This paper explores in more detail the effects of the target population size on sample size determination, probability sampling versus census approaches, and response rates and the relationship to potential nonresponse bias. Survey research is a complex methodology requiring expertise in the planning, execution, and analytic stages

Curricular Evaluation Using Self-Efficacy Measurements

Self-efficacy measurements have been used in other health-related professions such as nursing and occupational therapy to assess proficiency in disciplinary areas but have not been used extensively in pharmacy education as a method of curricular evaluation. Self-efficacy is a measurement of an individual's confidence in his or her ability to perform a specific task to successful completion. The purpose of this study was to propose a methodology using self-efficacy measurements in curricular evaluation and assessment as well as to provide specific recommendations for potential uses in pharmacy education. The suggested methodology includes item generation, validation, administration, and correlation with behavior. A specific example is provided demonstrating the suggested methodology. Self-efficacy measurement could provide a potentially valuable methodologic framework for assessment and evaluation within pharmacy curricula. Self-efficacy measurements could be used in a wide range of applications

ENHANCING UNDERGRADUATE STUDENT INTEREST IN GRADUATE EDUCATION AND RESEARCH VIA VIDEOTAPE (RECRUITMENT).

A number of issues related to graduate education in pharmacy have become apparent in the last several years. Recruitment of pharmacy students into graduate programs is one of the concerns. Currently, little information exists regarding this topic other than annual enrollment data. A certain number of pharmacy undergraduates must pursue graduate education to allow for the continued growth of the profession. A study was conducted to determine if a newly created videotape intervention would change participants attitudes and awareness levels concerning graduate educational pursuits in pharmacy. First and third professional year students at four Colleges of Pharmacy were randomly assigned to the treatment or control groups. Members of the control group were asked to complete the survey instrument only. The instrument consisted of three measures of intention to pursue graduate education, personal attitudes toward this pursuit, and perceptions of how significant others (the subjective norm) felt about these endeavors. The Theory of Reasoned Action (Ajzen and Fishbein) provided the theoretical framework for the research. Results of the study indicated that the intervention was able to change intentions, attitudes, and awareness levels regarding graduate education and research activities. Intentions of enrolling in graduate school did not differ between two entry level degree programs or in males versus females. First year students had higher intentions of obtaining graduate education than third year students. The subjective norm was more important than attitudes in predicting the intentions concerning graduate school attendance. These results demonstrate that positive changes in intentions, attitudes, and awareness levels can be obtained from such videotape interventions

Programmatic assessment of student experiences using a longitudinal survey

Objectives: The purpose of this study was to gather longitudinal data on a pharmacy class cohort concerning programmatic components as well as develop a profile of student experiences as they progress through the curriculum. Methods: The Class of 2006 (n = 67) completed a 2 page instrument at the conclusion of the first 3 professional years (PY) concerning hours spent in various activities, overall quality of various programmatic components, relationships with others in the college, and employment information. During senior week, a more extensive exit survey was administered. Results: At the conclusion of PY1, 56.5% of the class was working as a pharmacy intern. By PY3 this increased to 88.1% with a decrease to 65.7% in the final year. The hourly range of hours worked followed the same pattern. The rating of Dean¿s Office Staff and interactions with faculty members remained constant across all 4 years. In the final exit survey the 2 lowest rated program components were the quality of the interaction with assigned faculty advisor and the availability of professional electives. There was no difference across the professional years for the quality of relationships with staff or faculty; however, the mean rating of the quality of relationships with other students was higher for PY4 when compared to PY1. Conclusions: College faculty, administrators, and committees have used the information gathered from students in program assessment and enhancement efforts. Longitudinal data collection allows for tracking of changes and interventions

Programmatic assessment of student experiences using a longitudinal survey

Objectives: The purpose of this study was to gather longitudinal data on a pharmacy class cohort concerning programmatic components as well as develop a profile of student experiences as they progress through the curriculum. Methods: The Class of 2006 (n = 67) completed a 2 page instrument at the conclusion of the first 3 professional years (PY) concerning hours spent in various activities, overall quality of various programmatic components, relationships with others in the college, and employment information. During senior week, a more extensive exit survey was administered. Results: At the conclusion of PY1, 56.5% of the class was working as a pharmacy intern. By PY3 this increased to 88.1% with a decrease to 65.7% in the final year. The hourly range of hours worked followed the same pattern. The rating of Dean¿s Office Staff and interactions with faculty members remained constant across all 4 years. In the final exit survey the 2 lowest rated program components were the quality of the interaction with assigned faculty advisor and the availability of professional electives. There was no difference across the professional years for the quality of relationships with staff or faculty; however, the mean rating of the quality of relationships with other students was higher for PY4 when compared to PY1. Conclusions: College faculty, administrators, and committees have used the information gathered from students in program assessment and enhancement efforts. Longitudinal data collection allows for tracking of changes and interventions