Evaluation and revision of an introduction to experiential rotations course

Main Article Content

Eliza Anne Dy
Sarah A Nisly

Abstract

Objective

The objectives of this study were to evaluate the perceived student value of topics taught in a university’s Introduction to Experiential Rotations (RX500) course, implement course revisions to address any perceived weaknesses, and to reassess the course following implementation of those course revisions.

Methods

Advanced Pharmacy Practice Experience (APPE) students from the university’s 2012 doctorate of pharmacy class were initially surveyed to assess the perceived usefulness and design of RX500.  Based on the findings of the initial data, course revisions were developed and implemented for the following semester’s RX500 course.  In order to assess for potential changes in the perceived value of the course following implementation, a follow-up survey was sent to students completing the revised course in the fall of 2012.

Results

Fifty-eight students completed the initial survey in the fall of 2011, and 34 completed the follow-up survey in the fall of 2012.  The majority of students in the both groups had completed at least four APPE experiences at the time of survey completion.  Both of the study groups rated hands-on activities and visual presentations as their most beneficial learning styles within a classroom setting.  Based on the initial survey findings, two topics were removed from the course, two topics were revised within the course, and three topics were added to the course.  The follow-up survey results indicated an increased perceived usefulness of the two revised topics; however, the three new topics added to the course had mixed results.

Conclusions

Data from the initial study period identified perceived areas for improvement in the course’s ability to prepare pharmacy students for the APPE year.  Following course revisions based on student perceptions, follow-up surveys indicated improvements in the perceived values of the revised topics.  Faculty can continue, however, to work on delivery of newer topics being added to the APPE preparation course.

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Article Details

How to Cite
Dy, E. A., & Nisly, S. A. (2014). Evaluation and revision of an introduction to experiential rotations course. Journal of the Scholarship of Teaching and Learning, 14(3), 34–45. https://doi.org/10.14434/josotl.v14i3.4053
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Articles
Author Biographies

Eliza Anne Dy, Drake University

Assistant Professor of Pharmacy Practice, Department of Clinical Sciences

Sarah A Nisly, Butler University College of Pharmacy and Health Sciences, 4600 Sunset Avenue, Indianapolis, IN 46208

Assistant Professor of Pharmacy Practice, Department of Pharmacy Practice

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