Pharmacy Student Focus Groups for Formative Evaluation of the Learning Environment

Abstract

Objective. To develop a student focus group process for formative evaluation of the learning environment in a college of pharmacy. Design. 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. Assessment. 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. Conclusion. 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.

Applying Visual Research Methods in Pharmacy Education

“…Researchers have used interviews in focus groups to better understand various aspects of health sciences education, including the learning environment and course evaluation processes, and to investigate the nature of professional responsibility. [5][6][7] They have used observational methods to go beyond analyzing what people say, to documenting what they do, ie, how they behave in hospital and community settings. 8,9 Researchers have used drawings as a way to help people describe the impact illness has had on their lives.…”

Identification of Key Business and Management Skills Needed for Pharmacy Graduates

“…9 Of the published focus group studies in this area, research on preceptor/stakeholder feedback about the education of student pharmacists is limited to the development of a capstone course and to the conduct of a formative evaluation of the pharmacy courses. 10,11 In each case, the results provide in-depth information about the design and development of a pharmacy course and how these courses could be improved. Additionally, these study results offer vital feedback to the pharmacy faculty and administrators on educating student pharmacists.…”

Student evaluation team focus groups increase students’ satisfaction with the overall course evaluation process

“…These groups can improve needs assessment, interim assessment during a programme or the collection of outcomes and impacts at the end of a programme . Focus groups have played a role in the evaluation of programmes in business, informatics, teacher and principal training, nursing, public health and pharmacy, as well as in medical education …”

“…These groups can improve needs assessment, interim assessment during a programme or the collection of outcomes and impacts at the end of a programme. 13 Focus groups have played a role in the evaluation of programmes in business, 14 informatics, 15 teacher and principal training, [16][17][18][19] nursing, 20,21 public health 22 and pharmacy 23 , as well as in medical education. 3,8,9 Although there is some evidence that focus groups encourage changes in medical courses, data demonstrating students' and faculty members' satisfaction remain limited, and the literature provides little guidance on how to implement and develop these methods.…”