Evaluation and revision of an introduction to experiential rotations courseJournal of the Scholarship of Teaching and Learning
AbstractThe objectives of this study were to evaluate the perceived student value of topics taught in Butler University’s Introduction to Experiential Rotations (RX500) course, implement course revisions to address any perceived weaknesses, and to reassess the course following implementation of those course revisions. Advanced Pharmacy Practice Experience (APPE) students from Butler University’s 2012 doctorate of pharmacy class were initially surveyed to assess the perceived usefulness and design of RX500. Based on the findings of the initial data, course revisions were developed and implemented for the following semester’s RX500 course. In order to assess for potential changes in the perceived value of the course following implementation, a follow-up survey was sent to students completing the revised course in the fall of 2012. Fifty-eight students completed the initial survey in the fall of 2011, and 34 completed the follow-up survey in the fall of 2012. The majority of students in both groups had completed at least four APPE experiences at the time of survey completion. Both of the study groups rated hands-on activities and visual presentations as their most beneficial learning styles within the classroom setting. Based on the initial survey findings, two topics were removed from the course, two topics were revised within the course, and three topics were added to the course. The follow-up survey results indicated an increased perceived usefulness of the two revised topics; however, the three new topics added to the course had mixed results. Faculty can continue to work on delivery of newer topics being added to the APPE preparation course.
This article was originally published in the Journal of the Scholarship of Teaching and Learning.
Citation InformationEliza A. Dy and Sarah Nisly. "Evaluation and revision of an introduction to experiential rotations course" Journal of the Scholarship of Teaching and Learning Vol. 14 Iss. 3 (2014) p. 34 - 45
Available at: http://works.bepress.com/sarah_nisly/13/