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College of Pharmacy

Assessment Plan

Assessment Plan

Curricular Assessment

Curricular Assessment is where we evaluate the competency of our students in terms of foundational knowledge and skills.

 

CAPE Roles

Learner

Innovator

Caregiver

Manager

Provider

Promoter

 

Items measured:

Exam Scores

Embedded formative questions

GPA

Progression

PCOA

NAPLEX

MPJE

OSCE performance

IPPE performance

APPE performance

EPA performance

Student performance by select criteria (Ex:  learning taxonomy-see example in Appendix)

Curricular map/performance (see example in Appendix)

 

Professional Growth and Development Plan

(Plan to Evaluate Standards 3 and 4)

 

Our personal growth and development plan is our plan to evaluate student performance in the roles identified by standards 3 and 4.  The skills necessary for success in these roles have traditionally been considered to be "soft-skills"; however, research has shown that these abilities are linked to successful performance, particularly leadership, in the workplace.

 

CAPE Roles

Personality:

Self-aware

 

Connectivity:

Problem-solver

Educator

Advocate

Communicator

Collaborator

Includer

Professional

Leader

Innovator

 

Items measured:

Personality

MBTI

Strengths finder

Self-Awareness as part of PGD plan (see example report in Appendix)

 

Connectivity

Pharmacy Student Entrepreneurial Orientation (PSEO)

Assessment of Professionalism in Pharmacy Students - A Novel Approach (APIPHANI)

 

EQi - 2.0: 5 Composite areas 

Self-Perception Self-Expression Interpersonal Decision Making Stress Management
self-regard emotional expression interpersonal relationships problem solving flexibility
self-actualization assertiveness empathy reality testing stress tolerance
emotional self-awareness independence social responsibility impulse control optimism



 

Programmatic Assessment

Programmatic evaluation involves various aspects of our program that support the business of our program which are focused on 4 areas: 

  1. customer focus - how we serve our students with excellence
  2. financial stability
  3. internal - operational challenges
  4. learning & growth - how to promote an environment that is favorable for our strategic plan

 

Custom Focused

 

Results of dual degrees

Results of elective track designations

Results of Leadership institute

Results of efforts to increase variety of residencies

Results of efforts to pilot innovative reimbursement models

 

Financial Stability

 

Levels of extramural funding resulting from new collaborations

Increased number of applications due to recruitment strategies

Increased levels of service income due to MTM/Leadership institute

 

Operational Challenges

 

Increased research productivity due to implementation of mentoring plan

Increased research productivity due to enhanced access to Medicaid data

Number of articulation agreements

Increase number of OOS students due to tuition adjustment

 

Learning & Growth

 

Results of faculty training on new initiatives to generate service income or reimbursement models

Faculty teaching effectiveness (see example in Appendix)

 

Process

Our assessment committee is comprised of the chairs of our professional program committees (Academic Standards and Ethics, Admissions, Curriculum, Pharmacy Practice, Professional Student Affairs), Faculty Development, Graduate Studies, the Directors of Assessment, Accreditation, Student Success, and Experiential Education, the Assistant Dean for Student Affairs and Development, School Directors, Associate Deans of Academic Affairs and Assessment.

 

Responsibility for assessment lies with the various committees and offices within the college.  The assessment committee reviews and evaluates the data, then directs comments and observations to the appropriate committee or office for action.  Follow up is provided back to the assessment committee. 

Data Collection

 

Data Source Frequency
Faculty opinions AACP Faculty Survey Annual
Graduating student opinions AACP Graduating Student Survey Annual
Alumni opinions AACP Alumni Survey Annual
Preceptor opinions AACP Preceptor Survey Annual
IPPE/APPE Preceptor Evaluations OEE Generated Report Annual
IPPE/APPE Student Evaluations OEE Generated Report Annual
APPE readiness P3 OSCE performance Annual
Student Progression Data Internally generated Bi-annual
NAPLEX results NABP Trimester
MJPE results NABP Trimester
PCOA results NABP Annual
Current student opinions Focus groups Annual
Placement upon graduation Student survey Bi-annual (April of grad year and 6 months post graduation)
Financial reports Internally generated Month
Standard 4 Retrospective Pre-Post Evaluation P4 students Annual
Map of curriculum (didactic/experiential) to CAPE outcomes and ACPE Appendix 1 Curriculum Annual
Map of APPE experiences to ACPE Appendix 2 Office of Experiential Education Annual
Outcome assessment data summarizing overall student achievement of learning objectives for didactic coursework:  Stds 2-4 Enflux Annual
Outcome assessment data summarizing overall student achievement of learning objectives for introdutory pharmacy practice experiences (IPPE):  Stds 2-4 Office of Experiential Education Annual
Outcome assessment data summarizing overall student achievement of learning objectives for advance pharmacy practice experience (APPE):  Stds 2-4 Office of Experiential Education Annual
Outcome assessment data of overall student participation in IPE activities Office of Experiential Education Annual
Outcome assessment data of student achievement of elements of standards 3 and 4 Assessment Annual
Data summarizing the extent to which the college is achieveing its vision, mission, and strategic goals Assessment Annual
Student IPPE and APPE evaluatio data documenting the extent of exposure to interprofessional, team-based patient care Office of Experiential Education Annual
Outcome assessment data summarizing students' overall achievement of expected interprofessional education outcomes in the pre-APPE and APPE curriculum Office of Experiential Education Annual
Outcome assessment data of student APPE readiness Curriculum Annual
Student advanced pharmacy practice experience evaluation data documenting extent of exposure to diverse patient populations and interprofessional, team-based patient care Office of Experiential Education Annual
Outcome assessment data summarizing students' overall achievement of advanced pharmacy practice experience educational outcomes Office of Experiential Education Annual
Comparisons of PCAT scores (if applicable) and preprofessional GPAs with peer schools for last admitted three admitted classes (nonparticipating PharmCAS institutions will not have access to peer data) Admissions Annual
Correlation analysis of admission variables and academic performance Admissions Every 5 year
Number and percentage of required APPE precepted by non-pharmacists categorized by type of experience Office of Experiential Education Annual
In-state and out-of-state tuition compared to peer schools Admissions Annual

 

Appendix

Example Student Performance by Criteria

Student Performance by Criteria

 

 

Example Faculty Efficacy

Example Faculty Efficacy

 

Example Programmatic Report

Example Programmatic Report

 

Example Report of Self Awareness

 

Example Report of Self Awareness

 

 

 

Pharm.D. IPE Program Structure, Components and Assessment Plan
Activity Setting IPEC & Other Competencies CAPE Outcomes Learners Present
(as of Spring 2021)
Components Assessment Type
None - PRE-Exposure Emailed survey link IP Teamwork and Team-Based Practice Roles/Responsibilities for Collaborative Practice
Patient Outcomes from Collaborative Practice
IP Values
IP Interactions
3.4-Interprofessional collaboration (Collaborator) Dental Hygiene
Doctor of Osteopathic Medicine
Health Studies
Nursing
Occupational Therapy
PharmacySpeech Language Pathology
None Demographic Attitudes (SPICE-R2)
IPEC Competency Self-Assessment Tool (V3)
IPE-1 (P1)
Exposure Workshop
Didactic VE3
VE4
RR1
RR2RR3
RR6
RR10
CC3
CC4
CC6
CC8
3.4-Interprofessional collaboration (Collaborator)
3.6-Communication (Communicator)
4.1-Self-awareness (Self-aware)
4.4-Professionalism (Professional)
Dental Hygiene
Doctor of Osteopathic Medicine
Health Studies
Nursing
Occupational Therapy
Pharmacy
Speech Language Pathology
Pre-reading assignments/quiz
Healthcare discipline videos (R&R)
IP Team collaboration on "Roles and Responsibilities"
IP case
Faculty facilitated group discussion of IP case
Pre-assessment (baseline-see above)
Post-reading quizzes
Facilitated small group discussion questions
Post-course survey (selected questions from ICCAS)
Programmatic Assessment questions
Exposure Bridge Option-Escapte Room (P1) Didactic CC2
CC3
CC4
CC6
CC7
RR2
RR7
TT3
TT6
TT7
TT8
VE4
VE6
3.1-Problem Solving (Problem Solver)
3.4-Interprofessional collaboration (Collaborator)
3.6-Communication (communicator)
4.1-Self-awareness (Self-aware)
4.4-Professionalism (Professional)
Pharmacy
Nursing
MLS
MOT
Dental Hygiene
Doctor of Osteopathic Medicine
Teams are given a brief patient case scenario then collaborate to solve puzzles in order to escape a "locked" room in order to help the patient and his family Post-course survey (selected questions from ICCAS)
Debrief questions following the activity
Exposure Bridge Option-Movie Night Room (P1) Didactic VE1
RR7
RR8
CC4
CC6
CC7
TT1
TT5
3.1-Problem Solving (Problem Solver)
3.3-Patient Advocacy (Advocate)
3.4-Interprofessional collaboration (Collaborator)
3.6-Communication (Communicator)
4.1-Self-awareness (Self-aware)
4.4-Professionalism (Professional)
Fall 2020 Learners:
MOT
Nursing
Speech Language Pathology
Dental Hygiene
Rad Tech
Spring 2021 Learners:
Pharmacy
Nursing
MLS
Students watch a selected movie with IP components.  Small IP teams are then formed to respond to guided discussion questions. Post movie quiz
Facilitated small IP group discussion questions
Post event selected questions from ICCAS (retrospective pre/post format)
Post event programmatic assessment questions
IPE-2 (P2) Immersion Workship Didactic Knowledge base competencies in IPEC, TeamSTEPPS components, and Interdisciplinary Plan of Care (IDPOC)
VE5
VE7
VE8
RR6
RR9
CC1
CC2
CC3
CC4
CC5
CC6
CC7
TT3
TT6
TT8
2.1-Patient-Centered Care (Caregiver)
3.1-Problem Solving (Problem Solver)
3.3-Patient Advocacy(Advocate)
3.4-Interprofessional Collaboration (Collaborator)
3.6-Communication (Communicator)
4.1-Self-awareness (Self-aware)
4.2-Leadership (Leader)
4.4-Professionalism (Professional)
Pharmacy
Nursing
Rad Tech
Dental Hygiene
Doctor of Osteopathic Medicine
Individual pre-assigned readings
Guided IP team forum discussions
Student IP teams attend a live event where they practice SBAR communication and develop an interdisciplinary plan of care for a patient case.  Students are also given the opportunity to pratice TeamSTEPPS conflict resolution strategies
Guided reflective writing
Peer evaluations of team member performance
Knowledge based quizzes
Pre/Post Event Assessment with selected questions from IPEC
ICCAS selected questions (retrospective pre/post format)
IDPOC grading rubric
Pre/Post Assessment with selected questions from T-TAQ and T-TPQ SBAR grading rubricFormative assessment on CUS, DESC Script Guided reflective writing IDPOC grading rubricPeer evaluations on Teamwork
Immersion Bridge-Advanced Escape Room Didactic CC3
TT6
TT7
3.1-Problem Solving (Problem Solver)
3.4-Interprofessional collaboration (Collaborator)
3.6-Communication (Communicator)
4.1-Self-awareness (Self-aware)
4.4-Professionalism (Professional)
Pharmacy
Nursing
MLS
Rad Tech
Dental Hygiene
Simulate escape room designed to be stressful and to address competencies relevant to the situation such as individual accountability and communication, which is clear, concise, respectful and nonjudgmental
Follow this experience with a debriefing, feedback, and post-activity assessment
Post-course survey (selected questions from ICCAS)
Debrief questions following the activity
IPE-3 (P3) LSU-Ochsner Medicine Simulation VE4
VE10
RR2
RR3
RR9
CC2
CC3
CC4
TT3
TT6
TT7
1.1-Learner (Learner)
2.1-Patient-centered care (Caregiver)
3.1-Problem Solving (Problem Solver)
3.4-Interprofessional collaboration (Collaborator)
3.6-Communication (Communicator)
4.1-Self-awareness (Self-aware)
4.2-Leadership (Leader)
4.4-Professionalism (Professional)
Pharmacy
Medicine(M3)
Students meet in small groups at the university medical center to collaborate on a patient case.  Students collect and assess information from the case to develop a plan complete with monitoring.  The case is presened to pharmacy and medicine faculty facilitators in a SOAP note formate.  Facilitators challenge students with questions regarding their plan and recommendations. ICCAS-retrospective pre/post format
Formative feedback from faculty facilitators during encounter
IPE-3 (P3) LSU-PA Simulation lab Component Objectives specifically written to reflect the four IPEC competencies of Values/Ethics, Roles/Responsibilities, Interprofessional Communication and Teams/Teamwork. 1.1-Learner (Learner)
2.1-Patient-centered care (Caregiver)
3.1-Problem Solving (Problem Solver)
3.4-Interprofessional collaboration (Collaborator)
3.6-Communication (Communicatory)
4.1-Self-awareness (Self-aware)
4.2-Leadership (Leader)
4.4-Professionalism (Professional)
Pharmacy
Medicine (M4)
Required readings prior to lab (TPN Overview; Equianalgesic Dosing) as refresher
Work as a member of the interprofessional team with medical students on a patient case that requires the knowledge and input from the other discipline, and that includes transition of care.
Selected questions from ICCAS
Peer Evaluation
Reflection Question
IPPE (P2 and P3) Experiential Actively participate as a healthcare team member by demonstrating mutual respect, understanding and values to meet patient care needs
VE5
RR9
CC2
TT7
TT8
1.1-Learner (Learner)
2.1-Patient-centered care (Caregiver)
2.3-Health and wellness (Promoter)
2.4-Population-based care (Provider)
3.1-Problem Solving (Problem Solver)
3.2-Educator (Educator)
3.4-Interprofessional Collaboration (Collaborator)
3.6-Communication (Communicator)
4.1-Self-awareness (Self-aware)
4.4-Professionalism (Professional)
Various Structured supervised program of participation in the practice of pharmacy including interprofessional practice. Preceptor evaluation of student on ability to collaborate as a member of the healthcare team (at a given EPA level)
Student self-assessment (same area as above)
Guided reflective writing of teamwork, roles and responsibilities, communication, and values as related to provision of patient care
APPE (P4) Experiential Actively participate as a healthcare team member by demonstrating mutual respect, understanding and values to meet patient care needs
VE5
RR9
CC2
TT7
TT8
1.1-Learner (Learner)
2.1-Patient-centered care (Caregiver)
2.3-Health and wellness (Promoter)
2.4-Population-based care (Provider)
3.1-Problem Solving (Problem Solver)
3.2-Educator (Educator)
3.4-Interprofessional Collaboration (Collaborator)
3.6-Communication (Communicator)
4.1-Self-awareness (Self-aware)
4.4-Professionalism (Professional)
Various Structured supervised program of participation in the practice of pharmacy where the student continues to mature from student to practitioner, including interprofessional practice Preceptor evaluation of student on ability to collaborate as a member of the healthcare team (at a given EPA level)
Student self-assessment (same area as above)
Guided reflective writing (community and institutional APPE) of teamwork, roles and responsibilities, communication, and values as related to provision of patient care
None (Measure of individual and aggregate changes from baseline-using same assessment as PRE-Exposure) Emailed survey link IP Teamwork and Team-based Practice Roles/Responsibilities for Collaborative Practice
Patient Outcomes from Collaborative Practice
3.4-Interprofessional collaboration (Collaborator) Various None Demographic
Attitudes (SPICE-R2)
IPEC Competency Self-Assessment Tool (V3)
Other Special Events Competencies for each special event revolve around the four IPEC domains Various Various Various ICCAS
Specific assessment questions for the activity

 

Electronic version of assessment plan


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