Assessment Plan

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)

(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 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)

 

 

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	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

 

Example Student Performance by Criteria

 

 

Example Faculty Efficacy

 

Example Programmatic Report

 

Example Report of Self Awareness

 

 

Student Assessment Plan

Comprehensive Curricular Review Policy & Procedure

 

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