Chen Aleda M H, Park Sharon K, Bechtol Robert A, Shah Bupendra K, Anderson Heather D, Young M Andrew, Hardinger Karen L, Odem Samantha, Augustine Jill
Cedarville University, School of Pharmacy, Cedarville, OH, USA.
Notre Dame of Maryland University, School of Pharmacy, Baltimore, MD, USA.
Am J Pharm Educ. 2024 Feb;88(2):100646. doi: 10.1016/j.ajpe.2024.100646. Epub 2024 Jan 9.
This study aimed to describe the purpose, implementation, and perceived utility of course evaluations in pharmacy programs.
After a literature review, a 34-item survey was developed, pretested, and sent to assessment administrators at accredited pharmacy programs (N = 139) with at least 3 follow-ups. Descriptive and inferential statistics were performed in IBM SPSS Statistics software.
A total of 90 programs responded (64.7% response rate). Most students (94%) were offered the opportunity to complete course evaluations. Some students completed evaluations during the course (47%), while others did so within 1 week of completion of the course (49%). Whether or not class time was given for students to complete the survey was often dependent on faculty choice (52.2%). Results were typically released after final grades were posted (92%), in time to use for the next semester of teaching (77%). Faculty were chosen to be evaluated by the number of teaching hours (50%) followed by all instructors (45.6%). Programs used the results for performance reviews by chairs (91%), course coordinator reviews (84%), and committee continuous quality improvement efforts (72%). Most programs did not provide faculty guidance on using evaluations (78%) nor development/mentoring (57%); only 22% of programs offered student development in completing evaluations.
While most programs invite feedback from all students via evaluations, most did not provide guidance to faculty on how to use this feedback for faculty or course development purposes. A more robust process to optimize the use of course evaluations should be developed.
