The Twelfth Sloan-C International Conference on Asynchronous Learning Networks

1. CONTINUOUS QUALITY ASSURANCE OF AN EDUCATIONAL MENTOR PROGRAM IN A DISTANCE DOCTOR OF PHARMACY PATHWAY The Twelfth Sloan-C International Conference on Asynchronous Learning Networks November 10, 2006 Naser Z. Alsharif, Pharm.D., Ph.D.

2. ABSTRACT Objective: To establish a successful Educational Mentor (EM) Program for the Distance Pharmacy Pathway at Creighton University, School of Pharmacy and Health Professions. Design: A quality assurance plan was implemented. A recruitment process was established and educational mentor responsibilities were defined. The roles of faculty instructors, the Office of Information Technology and Learning Resources (OITLR), the Office of Faculty Development and Assessment (OFDA), and Web Pathway Office pertaining to the training of EM were clearly delineated. Lastly, an evaluation process for all key aspects of the Program was developed. Assessment: Student and instructor of record (IOR) evaluations of the EM and the Program, and the EM evaluations of the Program, showed overall satisfaction with the mentoring program. Persistent areas of concern include the difficulty in motivating students to participate and/or engage in learning with the mentors. Many students remain unclear about EM roles and responsibilities. Lastly, in regards to EM, there is a limited utilization of provided on-line resources. Conclusion: The EM Program has become an invaluable component of the Web Pathway and has enhanced the interactions of students with the content and EM.

3. INTRODUCTION • Distance Pathway was established Fall 2001. • EM Program as part of the pathway. • EM responsibilities are to ensure a high-quality learning experience for the distance-students. (Table 1).

4. DESIGN

5. DESIGN Recruitment: • Advertisements in local and national professional journals, communications with colleagues, and e-mail list serves. • Application process: on-line submission of application and CV. • Qualifications: BS Pharm, PharmD, MS, or PhD. (Table 3).

6. DESIGN Reimbursement: • Employment status: part-time, independent contractors. • Remuneration rate of 3 hours per week for a 3 credit hour course. • Monies provided for orientation and ISP access. • The University provides EM with malpractice insurance.

7. DESIGN Training: • Course orientation by IOR (8 hours for fist time mentors, 2 hours for returning mentors). • OFDA provides access to faculty development activities including the Faculty Development Website. • OITLR technology training and support: access to the training web site, maintenance of an EM distribution list, copy of the Technology Handbook, course and technology orientation and training based on assessment of EM competency. • Other: Mentor Handbook, a mentor discussion board, access to Health Science Library resources, and links to other online education resources.

8. RESULTS Instructor of record (N= 25): • IOR rated EM an average of 4.9 out of 5 for all 11 questions related to EM meeting his/her responsibilities, communications with students, and facilitating overall learning. • IOR formative data illustrated great satisfaction with the EM program and support from the Distance Pathway Office. Students (N = 133): • EM are facilitating student learning in 65% of the courses. • Frequently recorded comments by the students included: “role model”, “very concerned”, “highly professional”, “very helpful” and “prompt”. • “Red flags” requiring follow-up with the IOR were identified in 35% of the courses.

9. RESULTS Mentors (N = 27): • ≥ 90% of the mentors answered “strongly agree” or “agree” on the majority of the questions related to the Program, their interaction with the students and IOR. • 18%, 27% and 50% of the mentors were “neutral” about the usefulness of the Mentor Handbook, Technology Handbook, and mentor web site respectively. • EM identify student participation as a problem. • EM comments support the formative data pertaining to interactions with the students, and that the students “display high level of professional curiosity and a genuine interest.” • EM describe their interactions with the IOR as “very rewarding and highly professional.” • EM describe the Program as “well organized” and that problems are “addressed quickly.”

10. RESULTS Other Assessments: (Table 4) • Communication between the Distance Pathway office personnel, other school offices and the students have been enhanced. • Communications with IOR regarding identified “red flags” have occurred after each semester to review EM training, responsibilities, and student assessments; and to consider course EM requirements. • IOR and EM were provided with strategies to enhance student on-line participation. • Enhancements in EM retention rate have occurred. • EM utilization (since 2002): 3 courses decided to no longer utilize EM; EM numbers were reduced from 3 to 1 in 3 courses; from 3 to 2 in 1 course; and from 2 to 1 in 3 courses. • Future plans to ensure EM retention: recruitment of alumni, establish an EM of the year award, and enhance EM reimbursement based on merit contributions. • 7 members of the Web class of 2005 served as EM during academic year 2005-06 and all received excellent evaluations.

11. RESULTS

12. CONCLUSION • The EM Program has become an integral part of the Distance Pathway. • EM Program success was built through the: • Establishment of recruitment, training and assessment processes. • Establishment of a communication process with other school committees and offices. • Collection of data and feedback from all key constituents. • Use the data and feedback to spearhead QA initiatives. • Although challenges persist, the EM Program has positively facilitated student learning and successful retention.