Bhavsar Victoria Mundy, Bird Eleanora, Anderson Heidi M
University of Kentucky Teaching and Academic Support Center, USA.
Am J Pharm Educ. 2007 Apr 15;71(2):22. doi: 10.5688/aj710222.
To develop a student focus group process for formative evaluation of the learning environment in a college of pharmacy.
Student focus groups were formed and met from fall 2002 to spring 2006. During spring 2005, student cohorts (first- through third-professional years) were surveyed and anecdotal evidence about the process was gathered from faculty members.
Student opinions about the effectiveness of the focus groups were fairly positive, with 59% to 87% agreeing that the process allowed students to communicate effectively with faculty members. The main problems identified were lack of communication between focus group members and the student body, and the lack of response by some faculty members to student concerns. Based on anecdotal evidence, faculty members agreed that the process encouraged student development but was less useful for pedagogical issues.
Focus groups can be an effective way of providing feedback to faculty members and students about the classroom learning environment if students are trained to give appropriate feedback and professors are supported in responding to student input.
开发一种学生焦点小组流程，用于对药学院的学习环境进行形成性评估。
从2002年秋季到2006年春季成立了学生焦点小组并举行会议。2005年春季，对各年级（第一至第三专业学年）的学生进行了调查，并从教师那里收集了有关该流程的轶事证据。
学生对焦点小组有效性的看法相当积极，59%至87%的学生认为该流程使学生能够与教师有效沟通。发现的主要问题是焦点小组成员与学生群体之间缺乏沟通，以及一些教师对学生关切的问题没有回应。根据轶事证据，教师们一致认为该流程促进了学生的发展，但在教学问题上作用较小。
如果学生得到适当反馈的培训，并且教授在回应学生意见方面得到支持，焦点小组可以成为向教师和学生提供有关课堂学习环境反馈的有效方式。
