The School of Pharmacy assesses the following program learning outcomes: Professional Student Outcomes, General Student Outcomes (communication, collaboration/teamwork, and leadership/community service), and Pharmacy Practice Experiences (Introductory and Advanced) Competency and Ability Based Outcomes. Data for these outcomes is collected by the faculty (or preceptor) involved in the specific courses in which the outcome is assessed.
Professional Student Outcomes (PSOs)
The PSOs are student learning outcomes tied to expectations from professional pharmacy accreditation standards and professional stakeholders. PSOs are assessed through activities in courses and modules. Each first-year pharmacy (P-1), second-year pharmacy (P-2), and third-year (P-3) course or module includes course-embedded assessments (CEAs) for PSOs mapped to the course/module. CEAs may include an in-class activity, quiz, or exam that evaluates achievement of PSOs within the course. Every course/module contains at least one CEA. A variety of assessment techniques are used for the CEAs.
The School of BioPharmacy will administer the National Association of Boards of Pharmacy (NABP) Pharmacy Curriculum Outcomes Assessment (PCOA), a validated comprehensive exam, in January of the P-3 year and May of the P-1 and P-2 years. Aggregate results will be analyzed and shared with the faculty. The Curriculum and Program Assessment Committees will review the analysis to see if an action plan is warranted, especially if the aggregate result for a single year falls below the national average for the PCOA. In administering the PCOA, the Curriculum and Program Assessment Committees will receive valuable information on achievement of PSOs. Individual student results will be provided to the student and faculty mentor so that they can meet, review and discuss the results. Any individual result falling outside of two standard deviations below the class average will result in the creation and implementation of an action plan and this plan will be filed with the Associate Dean for Academic Affairs. The nature of the PCOA permits correlation with admission criteria. Longitudinal study of aggregate results may assist the Admissions Committee in reviewing its processes. Over time, the Program Assessment Committee will consider if a program-generated validated benchmark examination should be developed. The January timing for the P-3 year permits dissemination of the aggregate results to be shared with students and faculty prior to the completion of the P-3 year and the start of the final P-4 year. RxPrep, a provider of board review materials, or a similar organization will provide a simulated board exam that will be given to the students in the spring of the P-3 and P-4 years. The student can then reassess his or her knowledge base and remediate necessary areas.
General Student Outcomes (GSOs)
The GSOs include effective communication, collaboration/teamwork, and leadership/community service. The P-1 courses PHAR 350 Professional Development 1 and PHAR 351 Professional Development 2, P-2 courses PHAR 450 Professional Development 3 and PHAR 451 Professional Development 4, and P-3 courses PHAR 550 Professional Development 5 and PHAR 451 Professional Development 6 provide opportunities to observe and assess via disseminated rubrics the expected knowledge, skills, and attitudes related to these outcomes through written assignments, presentations, team activities, completion of leadership development activities, and participation in community service. This information is uploaded into the E*Value system. The Program Assessment Committee will seek faculty in P-1, P-2, and P-3 courses who might provide additional assessment opportunities for the GSOs.
IPPE Competencies and Ability-Based Outcomes (PERFORM-I)
P-2 and P-3 student pharmacists complete Introductory Pharmacy Practice Experiences (IPPEs) along with didactic course work. The PERFORM-Introductory is the set of outcomes for PSOs and GSOs expected of students in their experiential work and models expectations for pharmacy practice-related activities or ability-based outcomes. These competencies are paired with a rubric that can be used to assess each skill at highest, satisfactory, unsatisfactory. PERFORM-I is discussed in Section III.A.11. Evaluation is done mid- and post-experience by the preceptor. This information is uploaded into the E*Value system. The Office of Experiential Education will compile and analyze this data.
APPE Competencies and Ability-Based Outcomes (PERFORM-A)
Fourth-year pharmacy (P-4) students complete a full year of Advanced Pharmacy Practice Experiences (APPEs). The PERFORM-Advanced is the set of outcomes for PSOs and GSOs expected of students in their experiential work and models expectations for pharmacy practice-related activities. These competencies are paired with a rubric that can be used to assess each skill at Excellent, Competent, Deficient. PERFORM-A is discussed in Section III.A.11. Evaluation is done mid- and post-experience by the preceptor. This information is uploaded into the E*Value system. The Office of Experiential Education will compile and analyze this data.
Licensure Examination Success Rate
Graduates complete the NAPLEX (North American Pharmacy Licensure Exam) no matter to which state they apply for licensure. In addition, those applying in California for licensure must complete the CPJE (California Practice-standards and Jurisprudence Exam). Those applying in other states for licensure must complete the specific MPJE (Multi-state Pharmacy Jurisprudence Exam). The aggregate results (pass-fail with some information related to exam areas) of these exams are available to the School of BioPharmacy on a quarterly basis after examination. With proper candidate release forms completed, a more-thorough breakdown by individual is available for the NAPLEX. The aggregate information will be shared with the faculty; detailed candidate information will be analyzed by the Program Assessment Committee and shared with the faculty.