Roundtable Methodology and Standardization in an Experiential Learning Curriculum

1. ROUNDTABLE TOPICS Roundtable Methodology and Standardization in an Experiential Learning Curriculum Andrew N. Schmelz, PharmD and Jasmine D. Gonzalvo, PharmD, BCPS Purdue University School of Pharmacy, Indianapolis, IN PICTURE HERE To develop standardized roundtable discussions across multiple geographic regions to provide PharmD Candidates with opportunities for professional development and educational advancement. ANALYSIS OF RESULTS Roundtables covering interviewing skills, NAPLEX review, and therapeutic topics were rated highest overall by PharmD Candidates. Significantly lower scores for content (p = 0.03) and overall rating (p < 0.01) were noted with roundtables covering professional development topics. PharmD Candidates indicated highest prior interest in roundtable subject matter with roundtables covering interviewing skills and NAPLEX review. RECOMMENDATIONS Based on the results of the evaluations, standard core roundtable topics will be recommended to the RFCs. Each region would be required to host roundtable topics covering: Professional development roundtable topics would continue to be supported due to the overall high PharmD Candidate rating of this content. STRENGTHS The number of evaluations submitted (n=296) represents a large number of PharmD Candidates attending roundtables. Evaluations were completed anonymously, including questions from a validated course evaluation questionnaire. LIMITATIONS A larger number of evaluations for Therapeutic Topics and Professional Development than for other topics were collected and analyzed, increasing the potential for Type II error. Regional differences in number of roundtables offered may also influence outcomes. The Purdue University School of Pharmacy Experiential Learning curriculum currently includes monthly roundtable discussions, which are developed by Regional Faculty Coordinators (RFCs) in each region where PharmD Candidates complete rotations. RFCs are encouraged to design their own roundtable topics, which generally have been related to therapeutic topics or professional development. PRIMARY OUTCOME Two hundred ninety-six (n=296) evaluations were collected and included in the analysis. Mean scores are presented for each major roundtable topic: COMPARISON OF TOPICS To compare professional development and educational advancement topics, each grouping of roundtable topics was compared to “Therapeutic Topics” as one category. Independent sample t-tests are presented for these comparisons: • Interviewing skills • NAPLEX review • One therapeutic topic EVALUATION DESIGN A roundtable evaluation form was created based on validated questions from the PharmD Candidates Evaluation of Educational Quality (SEEQ). Evaluations assessed four major constructs, including: For each evaluation item, PharmD Candidates rated their levels of agreement on a 5-point scale (1 = strongly disagree; 2 = disagree; 3 = neutral; 4 = agree; 5 = strongly agree). DATA COLLECTION AND ANALYSIS The evaluation form was distributed at each roundtable in every geographic region by the RFCs. Evaluations were collected and were grouped based on roundtable topic. Summative scores for each construct were calculated (with a maximum score of 15), as well as means and standard deviations. Cronbach alpha values were also calculated to verify internal consistency of evaluation items. Creation of core roundtable topics will provide Purdue PharmD Candidates completing rotations in any region with comparable educational experiences. Similarly, other colleges of pharmacy can develop a comparable model of standardized roundtables to provide PharmD Candidates with opportunities for professional development and educational advancement.