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Abstract
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Poster Category: Research and Education Poster Abstract
AACP Section: Pharmacy Practice
Objectives: Objective: The purpose of this research is to assess faculty and student pre-implementation perceptions of a block design PharmD curriculum.
Methods: Methods: Following an IRB approval, a survey invitation was sent to all faculty and current P1 students in the Fall of 2021, the semester prior to beginning the block format. The survey inquired about previous experiences with and the perceived barriers and benefits of the block format. Descriptive statistics were reported for both faculty and students. Likert scale questions were compared between faculty and students using t-test.
Results: Results: Twelve faculty (response rate: 44.4%) and 14 students (response rate: 37.8%) completed the survey. Overall, there was a low level of experience with a blocked curriculum and no statements denoting a significant difference between faculty and students. Faculty were more concerned with how implementing the block format will impact progressions (faculty mean: 6.25, student mean: 3.79) and introductory pharmacy practice experience coordination (faculty mean: 5.50, student mean: 3.58). Students believed block courses would allow instructors to expand the use of teaching techniques more than faculty (faculty mean: 3.67, student mean: 5.86). Belief in the blocked format as a good design for professional students was middle of the road with an average of 2.89 on a five-point scale. Common concerns included time for pre-work and time spent in classroom. The most common benefit cited by both students and faculty for a block curriculum was not having multiple classes at one time.
Conclusion: Conclusions: Prior to the implementation of a block schedule, faculty and students remain undecided about the impact of the blocked curriculum.
AACP Section: Pharmacy Practice
Objectives: Objective: The purpose of this research is to assess faculty and student pre-implementation perceptions of a block design PharmD curriculum.
Methods: Methods: Following an IRB approval, a survey invitation was sent to all faculty and current P1 students in the Fall of 2021, the semester prior to beginning the block format. The survey inquired about previous experiences with and the perceived barriers and benefits of the block format. Descriptive statistics were reported for both faculty and students. Likert scale questions were compared between faculty and students using t-test.
Results: Results: Twelve faculty (response rate: 44.4%) and 14 students (response rate: 37.8%) completed the survey. Overall, there was a low level of experience with a blocked curriculum and no statements denoting a significant difference between faculty and students. Faculty were more concerned with how implementing the block format will impact progressions (faculty mean: 6.25, student mean: 3.79) and introductory pharmacy practice experience coordination (faculty mean: 5.50, student mean: 3.58). Students believed block courses would allow instructors to expand the use of teaching techniques more than faculty (faculty mean: 3.67, student mean: 5.86). Belief in the blocked format as a good design for professional students was middle of the road with an average of 2.89 on a five-point scale. Common concerns included time for pre-work and time spent in classroom. The most common benefit cited by both students and faculty for a block curriculum was not having multiple classes at one time.
Conclusion: Conclusions: Prior to the implementation of a block schedule, faculty and students remain undecided about the impact of the blocked curriculum.
Poster Category: Research and Education Poster Abstract
AACP Section: Pharmacy Practice
Objectives: Objective: The purpose of this research is to assess faculty and student pre-implementation perceptions of a block design PharmD curriculum.
Methods: Methods: Following an IRB approval, a survey invitation was sent to all faculty and current P1 students in the Fall of 2021, the semester prior to beginning the block format. The survey inquired about previous experiences with and the perceived barriers and benefits of the block format. Descriptive statistics were reported for both faculty and students. Likert scale questions were compared between faculty and students using t-test.
Results: Results: Twelve faculty (response rate: 44.4%) and 14 students (response rate: 37.8%) completed the survey. Overall, there was a low level of experience with a blocked curriculum and no statements denoting a significant difference between faculty and students. Faculty were more concerned with how implementing the block format will impact progressions (faculty mean: 6.25, student mean: 3.79) and introductory pharmacy practice experience coordination (faculty mean: 5.50, student mean: 3.58). Students believed block courses would allow instructors to expand the use of teaching techniques more than faculty (faculty mean: 3.67, student mean: 5.86). Belief in the blocked format as a good design for professional students was middle of the road with an average of 2.89 on a five-point scale. Common concerns included time for pre-work and time spent in classroom. The most common benefit cited by both students and faculty for a block curriculum was not having multiple classes at one time.
Conclusion: Conclusions: Prior to the implementation of a block schedule, faculty and students remain undecided about the impact of the blocked curriculum.
AACP Section: Pharmacy Practice
Objectives: Objective: The purpose of this research is to assess faculty and student pre-implementation perceptions of a block design PharmD curriculum.
Methods: Methods: Following an IRB approval, a survey invitation was sent to all faculty and current P1 students in the Fall of 2021, the semester prior to beginning the block format. The survey inquired about previous experiences with and the perceived barriers and benefits of the block format. Descriptive statistics were reported for both faculty and students. Likert scale questions were compared between faculty and students using t-test.
Results: Results: Twelve faculty (response rate: 44.4%) and 14 students (response rate: 37.8%) completed the survey. Overall, there was a low level of experience with a blocked curriculum and no statements denoting a significant difference between faculty and students. Faculty were more concerned with how implementing the block format will impact progressions (faculty mean: 6.25, student mean: 3.79) and introductory pharmacy practice experience coordination (faculty mean: 5.50, student mean: 3.58). Students believed block courses would allow instructors to expand the use of teaching techniques more than faculty (faculty mean: 3.67, student mean: 5.86). Belief in the blocked format as a good design for professional students was middle of the road with an average of 2.89 on a five-point scale. Common concerns included time for pre-work and time spent in classroom. The most common benefit cited by both students and faculty for a block curriculum was not having multiple classes at one time.
Conclusion: Conclusions: Prior to the implementation of a block schedule, faculty and students remain undecided about the impact of the blocked curriculum.
Assessment of Pre-Implementation Perceptions of a Blocked PharmD Curriculum
Brittany Riley
Abstract
Discussion Forum (0)
Poster Category: Research and Education Poster Abstract
AACP Section: Pharmacy Practice
Objectives: Objective: The purpose of this research is to assess faculty and student pre-implementation perceptions of a block design PharmD curriculum.
Methods: Methods: Following an IRB approval, a survey invitation was sent to all faculty and current P1 students in the Fall of 2021, the semester prior to beginning the block format. The survey inquired about previous experiences with and the perceived barriers and benefits of the block format. Descriptive statistics were reported for both faculty and students. Likert scale questions were compared between faculty and students using t-test.
Results: Results: Twelve faculty (response rate: 44.4%) and 14 students (response rate: 37.8%) completed the survey. Overall, there was a low level of experience with a blocked curriculum and no statements denoting a significant difference between faculty and students. Faculty were more concerned with how implementing the block format will impact progressions (faculty mean: 6.25, student mean: 3.79) and introductory pharmacy practice experience coordination (faculty mean: 5.50, student mean: 3.58). Students believed block courses would allow instructors to expand the use of teaching techniques more than faculty (faculty mean: 3.67, student mean: 5.86). Belief in the blocked format as a good design for professional students was middle of the road with an average of 2.89 on a five-point scale. Common concerns included time for pre-work and time spent in classroom. The most common benefit cited by both students and faculty for a block curriculum was not having multiple classes at one time.
Conclusion: Conclusions: Prior to the implementation of a block schedule, faculty and students remain undecided about the impact of the blocked curriculum.
AACP Section: Pharmacy Practice
Objectives: Objective: The purpose of this research is to assess faculty and student pre-implementation perceptions of a block design PharmD curriculum.
Methods: Methods: Following an IRB approval, a survey invitation was sent to all faculty and current P1 students in the Fall of 2021, the semester prior to beginning the block format. The survey inquired about previous experiences with and the perceived barriers and benefits of the block format. Descriptive statistics were reported for both faculty and students. Likert scale questions were compared between faculty and students using t-test.
Results: Results: Twelve faculty (response rate: 44.4%) and 14 students (response rate: 37.8%) completed the survey. Overall, there was a low level of experience with a blocked curriculum and no statements denoting a significant difference between faculty and students. Faculty were more concerned with how implementing the block format will impact progressions (faculty mean: 6.25, student mean: 3.79) and introductory pharmacy practice experience coordination (faculty mean: 5.50, student mean: 3.58). Students believed block courses would allow instructors to expand the use of teaching techniques more than faculty (faculty mean: 3.67, student mean: 5.86). Belief in the blocked format as a good design for professional students was middle of the road with an average of 2.89 on a five-point scale. Common concerns included time for pre-work and time spent in classroom. The most common benefit cited by both students and faculty for a block curriculum was not having multiple classes at one time.
Conclusion: Conclusions: Prior to the implementation of a block schedule, faculty and students remain undecided about the impact of the blocked curriculum.
Poster Category: Research and Education Poster Abstract
AACP Section: Pharmacy Practice
Objectives: Objective: The purpose of this research is to assess faculty and student pre-implementation perceptions of a block design PharmD curriculum.
Methods: Methods: Following an IRB approval, a survey invitation was sent to all faculty and current P1 students in the Fall of 2021, the semester prior to beginning the block format. The survey inquired about previous experiences with and the perceived barriers and benefits of the block format. Descriptive statistics were reported for both faculty and students. Likert scale questions were compared between faculty and students using t-test.
Results: Results: Twelve faculty (response rate: 44.4%) and 14 students (response rate: 37.8%) completed the survey. Overall, there was a low level of experience with a blocked curriculum and no statements denoting a significant difference between faculty and students. Faculty were more concerned with how implementing the block format will impact progressions (faculty mean: 6.25, student mean: 3.79) and introductory pharmacy practice experience coordination (faculty mean: 5.50, student mean: 3.58). Students believed block courses would allow instructors to expand the use of teaching techniques more than faculty (faculty mean: 3.67, student mean: 5.86). Belief in the blocked format as a good design for professional students was middle of the road with an average of 2.89 on a five-point scale. Common concerns included time for pre-work and time spent in classroom. The most common benefit cited by both students and faculty for a block curriculum was not having multiple classes at one time.
Conclusion: Conclusions: Prior to the implementation of a block schedule, faculty and students remain undecided about the impact of the blocked curriculum.
AACP Section: Pharmacy Practice
Objectives: Objective: The purpose of this research is to assess faculty and student pre-implementation perceptions of a block design PharmD curriculum.
Methods: Methods: Following an IRB approval, a survey invitation was sent to all faculty and current P1 students in the Fall of 2021, the semester prior to beginning the block format. The survey inquired about previous experiences with and the perceived barriers and benefits of the block format. Descriptive statistics were reported for both faculty and students. Likert scale questions were compared between faculty and students using t-test.
Results: Results: Twelve faculty (response rate: 44.4%) and 14 students (response rate: 37.8%) completed the survey. Overall, there was a low level of experience with a blocked curriculum and no statements denoting a significant difference between faculty and students. Faculty were more concerned with how implementing the block format will impact progressions (faculty mean: 6.25, student mean: 3.79) and introductory pharmacy practice experience coordination (faculty mean: 5.50, student mean: 3.58). Students believed block courses would allow instructors to expand the use of teaching techniques more than faculty (faculty mean: 3.67, student mean: 5.86). Belief in the blocked format as a good design for professional students was middle of the road with an average of 2.89 on a five-point scale. Common concerns included time for pre-work and time spent in classroom. The most common benefit cited by both students and faculty for a block curriculum was not having multiple classes at one time.
Conclusion: Conclusions: Prior to the implementation of a block schedule, faculty and students remain undecided about the impact of the blocked curriculum.
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