Measuring up – Defining the quality of PharmD programs

T. Joseph Mattingly; Frank Romanelli; Jeff Cain; Lauren S. Schlesselman

doi:10.5688/ajpe6071

Measuring up – Defining the quality of PharmD programs

T. Joseph Mattingly, Frank Romanelli, Jeff Cain, Lauren S. Schlesselman

Research output: Contribution to journal › Article › peer-review

7 Citations (SciVal)

Abstract

Objective. To define quality and associated metrics related to Doctor of Pharmacy degree programs. Methods. A three round Delphi process and online survey tool were employed to constitute and query an expert panel of randomly selected pharmacy deans representing a proportional share of public and private schools. Participants were asked about measures used to evaluate the quality of their schools; agreement was assessed for each quality category and metric identified; rankings were reported in order of importance. Results. Deans from 15 public pharmacy schools and 17 private pharmacy schools agreed to participate. Nine quality categories and 35 specific quality metrics were identified. Both public and private school leaders identified and agreed on nine categories of quality measures, with “placement” ranked as the most important measurement category. Conclusion. Identifying categories and metrics to assess quality may provide a foundation from which to compare quality across institutions.

Original language	English
Article number	6071
Pages (from-to)	47-52
Number of pages	6
Journal	American Journal of Pharmaceutical Education
Volume	81
Issue number	9
DOIs	https://doi.org/10.5688/ajpe6071
State	Published - 2017

Bibliographical note

Funding Information:
Operational Accreditation Status Student Support Student-Faculty Ratio Interprofessional Education Facilities Strategic Plan Assessment Graduate & Residency Programs Placement Job Placement Residency Placement (Match Rate) Post-Graduate Placement Fellowship Placement Recruitment Admissions Quality Data (PCAT/GPA/Interviews) Credentials/Qualifications of Faculty IPPE/APPE Site Acceptance by Preceptors Scholarship Publications/Presentations Funding Student Research at National Meetings Poster/Capstone Quality Service Commitment of Faculty to Students Leadership Positions in Organizations Professional Organization Data Stakeholder Feedback Employer Feedback Preceptor Evaluations of Students AACP Surveys (alumni, preceptor, curriculum, etc.) Peer Review of Faculty Student Focus Groups Skills/Behaviors/Attitudes Assessment (ACPE) Student Evaluations of Preceptors Testing NAPLEX MPJE Student Success Student Satisfaction/Stress Other Curriculum Active Learning Practice-Based Learning Curricular Assessment (CAPE, etc.) Innovation in the Curriculum

Publisher Copyright:
© 2017, American Association of Colleges of Pharmacy. All rights reserved.

Keywords

Benchmarking
Education quality
Pharmacy school

ASJC Scopus subject areas

Education
Pharmacology, Toxicology and Pharmaceutics (all)

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Access to Document

10.5688/ajpe6071

Cite this

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title = "Measuring up – Defining the quality of PharmD programs",

abstract = "Objective. To define quality and associated metrics related to Doctor of Pharmacy degree programs. Methods. A three round Delphi process and online survey tool were employed to constitute and query an expert panel of randomly selected pharmacy deans representing a proportional share of public and private schools. Participants were asked about measures used to evaluate the quality of their schools; agreement was assessed for each quality category and metric identified; rankings were reported in order of importance. Results. Deans from 15 public pharmacy schools and 17 private pharmacy schools agreed to participate. Nine quality categories and 35 specific quality metrics were identified. Both public and private school leaders identified and agreed on nine categories of quality measures, with “placement” ranked as the most important measurement category. Conclusion. Identifying categories and metrics to assess quality may provide a foundation from which to compare quality across institutions.",

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author = "Mattingly, {T. Joseph} and Frank Romanelli and Jeff Cain and Schlesselman, {Lauren S.}",

note = "Funding Information: Operational Accreditation Status Student Support Student-Faculty Ratio Interprofessional Education Facilities Strategic Plan Assessment Graduate & Residency Programs Placement Job Placement Residency Placement (Match Rate) Post-Graduate Placement Fellowship Placement Recruitment Admissions Quality Data (PCAT/GPA/Interviews) Credentials/Qualifications of Faculty IPPE/APPE Site Acceptance by Preceptors Scholarship Publications/Presentations Funding Student Research at National Meetings Poster/Capstone Quality Service Commitment of Faculty to Students Leadership Positions in Organizations Professional Organization Data Stakeholder Feedback Employer Feedback Preceptor Evaluations of Students AACP Surveys (alumni, preceptor, curriculum, etc.) Peer Review of Faculty Student Focus Groups Skills/Behaviors/Attitudes Assessment (ACPE) Student Evaluations of Preceptors Testing NAPLEX MPJE Student Success Student Satisfaction/Stress Other Curriculum Active Learning Practice-Based Learning Curricular Assessment (CAPE, etc.) Innovation in the Curriculum Publisher Copyright: {\textcopyright} 2017, American Association of Colleges of Pharmacy. All rights reserved.",

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doi = "10.5688/ajpe6071",

language = "English",

volume = "81",

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PY - 2017

Y1 - 2017

N2 - Objective. To define quality and associated metrics related to Doctor of Pharmacy degree programs. Methods. A three round Delphi process and online survey tool were employed to constitute and query an expert panel of randomly selected pharmacy deans representing a proportional share of public and private schools. Participants were asked about measures used to evaluate the quality of their schools; agreement was assessed for each quality category and metric identified; rankings were reported in order of importance. Results. Deans from 15 public pharmacy schools and 17 private pharmacy schools agreed to participate. Nine quality categories and 35 specific quality metrics were identified. Both public and private school leaders identified and agreed on nine categories of quality measures, with “placement” ranked as the most important measurement category. Conclusion. Identifying categories and metrics to assess quality may provide a foundation from which to compare quality across institutions.

AB - Objective. To define quality and associated metrics related to Doctor of Pharmacy degree programs. Methods. A three round Delphi process and online survey tool were employed to constitute and query an expert panel of randomly selected pharmacy deans representing a proportional share of public and private schools. Participants were asked about measures used to evaluate the quality of their schools; agreement was assessed for each quality category and metric identified; rankings were reported in order of importance. Results. Deans from 15 public pharmacy schools and 17 private pharmacy schools agreed to participate. Nine quality categories and 35 specific quality metrics were identified. Both public and private school leaders identified and agreed on nine categories of quality measures, with “placement” ranked as the most important measurement category. Conclusion. Identifying categories and metrics to assess quality may provide a foundation from which to compare quality across institutions.

KW - Benchmarking

KW - Education quality

KW - Pharmacy school

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Measuring up – Defining the quality of PharmD programs

Abstract

Bibliographical note

Keywords

ASJC Scopus subject areas

UN SDGs

Access to Document

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