JoLaine Draugalis | University of Oklahoma Health Sciences Center (original) (raw)

Papers by JoLaine Draugalis

A number of issues related to graduate education in pharmacy have become apparent in the last sev... more A number of issues related to graduate education in pharmacy have become apparent in the last several years. Recruitment of pharmacy students into graduate programs is one of the concerns. Currently, little information exists regarding this topic other than annual enrollment data. A certain number of pharmacy undergraduates must pursue graduate education to allow for the continued growth of the profession. A study was conducted to determine if a newly created videotape intervention would change participants attitudes and awareness levels concerning graduate educational pursuits in pharmacy. First and third professional year students at four Colleges of Pharmacy were randomly assigned to the treatment or control groups. Members of the control group were asked to complete the survey instrument only. The instrument consisted of three measures of intention to pursue graduate education, personal attitudes toward this pursuit, and perceptions of how significant others (the subjective norm) felt about these endeavors. The Theory of Reasoned Action (Ajzen and Fishbein) provided the theoretical framework for the research. Results of the study indicated that the intervention was able to change intentions, attitudes, and awareness levels regarding graduate education and research activities. Intentions of enrolling in graduate school did not differ between two entry level degree programs or in males versus females. First year students had higher intentions of obtaining graduate education than third year students. The subjective norm was more important than attitudes in predicting the intentions concerning graduate school attendance. These results demonstrate that positive changes in intentions, attitudes, and awareness levels can be obtained from such videotape interventions

We must be reminded that, "One need not conduct educational research to possess a scholarshi... more We must be reminded that, "One need not conduct educational research to possess a scholarship of teaching. Every faculty member is a potential teaching scholar but may not know how to do so; are doing so, but don't know how to measure; or are doing so, but measuring erroneously or insufficiently. All those with instructional responsibilities should be skilled in teaching which leads to a scholarship of teaching, but that needs to be distinguished from an educational researcher. Educational researchers are educated and trained in the theory and practice of education and their research efforts provide frameworks for teaching scholars."(1) Educational researchers must secure funding and their work does carry publication and presentation expectations. The scholarship of teaching may, but more than likely does not, demand this type of dissemination expectation. Also, there may be some amount of overlap.

The American Journal of Pharmaceutical Education, Apr 1, 2019

Objective. To evaluate the impact of an academic and administrative advanced pharmacy practice ex... more Objective. To evaluate the impact of an academic and administrative advanced pharmacy practice experience (APPE) on participants' career choice and long-term retention of teaching knowledge. Methods. Participants in an academic and administrative APPE from 2009 to 2016 completed a questionnaire about the experience and a 20-item knowledge test covering the five APPE modules. In addition, a retrospective review of graduates from the same timeframe was conducted to determine their faculty and preceptor status. Results. Of the 17 APPE participants, 16 completed the study and 100% reported that the experience helped them understand what it means to be a faculty member and an effective preceptor. The study participants completed the APPE knowledge test over the five modules. Participants passed four of the five module tests, including that for the instructional design module. A greater proportion of participants (75%) obtained faculty positions than did graduates who had not completed the APPE (9%). Seventy-one percent of students became active preceptors compared to 53% of students who did not complete the academic and administrative APPE, but this difference was not significant as the study was not powered to detect a difference. Conclusion. A longitudinal analysis of an academic and administrative APPE found that 75% of participants pursued a faculty position and retained their knowledge over time. A majority of the APPE participants (71%) and nonparticipants (53%) obtained a preceptor license. The outcomes support continued offering of the academic and administrative APPE to fourth-year pharmacy (P4) students. Requiring all P4 students to complete the APPE could help make them "preceptor ready."

Objectives. The purpose of this study was to assess curricular variables of advanced pharmacy pra... more Objectives. The purpose of this study was to assess curricular variables of advanced pharmacy practice experience (APPE) placements in first professional degree PharmD programs and serve as a follow-up to surveys reported for the 1991-1992, 1995-1996,and 1999-2000 academic years. Methods. A self-administered questionnaire (based on a previously used instrument) and 2 follow-up mailings were sent to 87 colleges and schools of pharmacy in mid-2004. Results. Seventy-five institutions responded, yielding a 90% response rate. The full complement of required rotations had not changed since the 1999-2000 study. Ambulatory care, internal medicine, and adult acute care sites were the most difficult APPEs for institutions to secure. Forty-one percent of institutions reported an increase in inter-school competition in the acquisition and retention of sites during the past 3 years. Conclusions. The need to reassess curricular trends continues to grow in importance with the increasing number of new colleges and schools of pharmacy, as well as the increasing student enrollments in existing programs.

Proposed Methodology The proposed methodology as shown in Figure 1 has potential application in a... more Proposed Methodology The proposed methodology as shown in Figure 1 has potential application in all pharmacotherapeutic modules where a standard of care has been established. The clinical practice guidelines do not replace the need for course or class objectives, but rather serve to provide added structure to the material to ensure that students are able to provide the standard of care in their future prac

told that many men fear, “Honey, would you hold my purse?” For several years now, I cringe when i... more told that many men fear, “Honey, would you hold my purse?” For several years now, I cringe when in a meeting, planning session, phone consultation, student conference, or even standing in the hallway, someone utters the words, “I/we want to do a survey.” I agree with the likes of Kerlinger and Lee who state that survey research requires both “a good deal of research knowledge and sophistication,” and that the competent survey researcher requires command of a variety of topics such as sampling, instrument construction, data analysis, among other technical considerations.1 Kerlinger and Lee conclude that (1) “such knowledge is hard to come by” and (2) “Few investigators get this kind and amount of experience.” So weary are the CEO Deans of being inundated with requests for their participation in myriad survey research projects of varying quality that in July 2004, the presidential officers responded by instructing AACP staff to act as follows: (1) staff must decline all requests for e-mail addresses and/or mailing addresses for CEO deans of member institutions for the purpose of conducting survey research; (2) staff should make available for purchase (for one-time use only) contact information (e-mail addresses and/or mailing addresses) for targeted groups of faculty included in the AACP faculty database (excluding CEO deans); and (3) staff should no longer review, critique, or approve survey instruments outside those constructed and implemented as part of AACP’s institutional research initiatives or by units of the Association. In our quest to answer burning questions or find out how others are tackling problems that we, too, face, we may fail to look to the literature when indeed there may already be published papers on the subject of interest. At the very least, there may be possible instrumentation or suggested methodology that could be adopted. Seemingly, many requests for input are not guided by a research plan, study objectives, or a dissemination strategy. Many potential respondents are so overburdened with requests for their input that instead of weighing the decision to respond, they simply decline all requests for participation. Salant and Dillman differentiate 4 possible sources of error functioning in all survey research.2 Coverage error is when the sampling frame (many times a list or roster) does not include all elements of the population that one wishes to study. That is, not all members of a defined population have the same (if any) probability of being included in the sample. For example, using the state pharmacy association membership list rather than the state board of pharmacy roster of pharmacists, if you indeed wish to generalize to the state’s practicing pharmacists at large and not just those who are dues-paying members of the state society. Sampling error is the discrepancy, due to random sampling, between the true value of the population parameter and the sample estimate of that parameter. In this case the best offense is obtaining as large a sample as is feasible. Non-response error or bias can occur if we fail to collect data from each member of the sample. Although nonresponse error can theoretically occur with anything less than a 100% response rate, it is generally recommended that a response rate of 70% or greater is optimal because non-response bias is thought to be minimal at that high of a response rate. If the response rate is low, those that responded have a greater chance of being self-selected and may be inherently different from those who did not respond, and thus not representative of the target population. This can be very problematic, especially when using a mail questionnaire, about which Kerlinger and Lee state with regard to possible low response rates, “the mail questionnaire is worse than useless, except in highly sophisticated hands.”1 With the advent of e-mail and web-based approaches, this becomes even more problematic. There are follow-up strategies and approaches that must be considered and employed as well. Even if the survey researchers have done all the groundwork to avoid the first 3 types of error, many forms of measurement error (response bias) can occur due to any number of factors. Measurement error occurs when a subject’s response to a given item is something other than the “true” or “correct” answer and reflects limitations of the instrument. Whether it be a result of the subject’s inherent response styles, the questionnaire construction and layout, or specific item properties such as type of scaling responses, all too often the result is data lacking reliability and validity. Bad data are worse than American Journal of Pharmaceutical Education 2005; 69 (1) Article 16.

An educational strategy was developed to create a means for students to connect skills introduced... more An educational strategy was developed to create a means for students to connect skills introduced in a course sequence during the second professional year with the evaluative PharmD project conducted later in the curriculum. Fifty-seven students were divided into ten groups. Using a published article, each group developed a mock project proposal and accompanying human subjects forms following prescribed PharmD Project Guidelines. The student groups also critiqued research designs used in previous PharmD projects using skills applied in the earlier courses. Application of the procedure outlined in the PharmD Project Guidelines to group assignments provided a means of rehearsing the process without the intimidation of working alone. The uncertainty and anxiety typical of task initiation was decreased for this group of students as they began work on their evaluative PharmD projects.

Objectives. To demonstrate a curriculum mapping technique and its use in program evaluation and a... more Objectives. To demonstrate a curriculum mapping technique and its use in program evaluation and assessment, as well as to provide specific recommendations for potential uses in pharmacy education. Methods. This study employed a descriptive cross-sectional study design based on a learning outcomes document and several existing student and curricular data sets. Results. The population consisted of 209 PharmD students at the University of Arizona College of Pharmacy (UACOP) during the 2004-2005 academic year and mapped 31 of the 34 required didactic courses in the curriculum. There was concordance between student and faculty member ranking of domain coverage in their respective curricular maps. Conclusions. The agreement between the student and faculty graphical curriculum maps on the order of the ranking of the relative emphasis of each domain suggests concordance between the intended/ delivered and received curriculums. This study demonstrated a curriculum mapping methodology that can be used to both make sense and use of existing data in curricular evaluation.

The American Journal of Pharmaceutical Education, Sep 1, 2005

American Journal of Pharmaceutical Education

American Journal of Pharmaceutical Education

American Journal of Pharmaceutical Education, 2021

Journal of the American Pharmacists Association, 2021

BACKGROUND "Meds-to-beds" programs are a quality improvement intervention that is gaini... more BACKGROUND "Meds-to-beds" programs are a quality improvement intervention that is gaining wider implementation throughout the United States. The University of Oklahoma hospital system did not have this program and sought to implement one. There are sufficient data on the benefits of meds-to-beds programs, but there is a lack of literature on describing the development and implementation process. OBJECTIVES The objective of this article is to describe the planning process, implementation, and barriers encountered during the organization of a pharmacy-led meds-to-beds program operating within 2 large teaching hospitals. PRACTICE DESCRIPTION The University of Oklahoma Health Sciences Center campus has 7 colleges, multiple primary care and specialty clinics, and 2 hospitals. In addition, there are 3 on-campus outpatient pharmacies operated by the University of Oklahoma College of Pharmacy (OUCOP). PRACTICE INNOVATION The college implemented a meds-to-beds program primarily serving 2 on-campus hospitals, The Oklahoma Children's Hospital and University of Oklahoma College of Pharmacy Medical Center. The program operated out of The Children's Pharmacy, an outpatient pharmacy located within the Children's Hospital. EVALUATION METHODS A Plan-Do-Study-Act model was used, which allowed for adaptation in response to barriers encountered throughout the process. Frequent meetings among stakeholders were held to continuously evaluate progress (e.g., awareness and utilization of the program and prescription counts) and make necessary changes. RESULTS Implementation of the program required changes in workflow both within the pharmacy and within the registration and discharge processes of medical teams. In addition, after the initiation of the meds-to-beds program, the daily prescription count more than doubled. The program averages 40 deliveries per day and 3 prescriptions per delivery and continues to grow, providing evidence of a successful meds-to-beds implementation. CONCLUSION The Plan-Do-Study-Act model allowed for many adjustments to be made throughout the process, including the conversion from an opt-in to an opt-out model to increase program utilization.

Objectives. The purpose of this study was to evaluate student and item performance and assess cur... more Objectives. The purpose of this study was to evaluate student and item performance and assess curricular strengths and weaknesses using a 65-item multiple-choice examination. Examination content included therapeutics, pharmacology, drug information and research design, nonprescription medications, and pharmacokinetics. Methods. The cumulative examination was administered to 54 student volunteers prior to and following the final year of experiential rotations. Rasch analysis in combination with the Wolfe and Chui procedure was performed to evaluate content areas and compare pretest to posttest item and person values. Results. These data supported Rasch model fit. Student logit values, converted to a 150-point scale, showed mean measures of 94.0 and 97.8 for the pretest and posttest, respectively, demonstrating significant improvement (t = 3.20, p < 0.01). Calibration values showed that 12 items became easier and 13 items became more difficult. Conclusions. The data provide evidenc...

American Journal of Pharmaceutical Education, 2019

Objective. To determine the factors, including a preparation test, that best predict pharmacy stu... more Objective. To determine the factors, including a preparation test, that best predict pharmacy students' performance on the Pharmacy Curriculum Outcomes Assessment (PCOA). Methods. Two cohorts of third-year pharmacy students completed a 100-item locally created PCOA pre-test, the PCOA Prep. This PCOA Prep was a cumulative knowledge test that was administered in the fall semester. In the spring semester, the students completed the 200-item PCOA and a separate survey on study habits and confidence. A retrospective review of students' demographics data, prepharmacy admission variables, and pharmacy school factors were collected. Correlation and regression analyses were conducted to evaluate which factors predicted students' PCOA total scaled score as well as scores in areas 1-4. Results. One hundred seventy-nine students were included in the study. The majority were female (55%), white (54%), and 28 (SD55.4) years old on average. Students' average score on the PCOA Prep test was 80.7% (SD57.8). The stepwise multiple linear regression model for the PCOA total scaled score included the PCOA Prep test, cumulative GPA at the end of the didactic curriculum, race/ ethnicity, Pharmacy College Admission Test (PCAT) Verbal, PCAT Biology, and a class identifier. Including the PCOA Prep test explained more variance than the model without the test. Conclusion. This study revealed that student performance on a locally created cumulative knowledge test best predicted the PCOA Total Scaled Score. These results offer insights into additional contributing factors that influence students' PCOA performance and how colleges and schools of pharmacy could identify at-risk students who may need knowledge remediation prior to beginning advanced pharmacy practice experiences.

Journal of Pharmacy Technology, 1999

Objective: To conduct field testing of the ExACT CM compliance monitoring device and provide resu... more Objective: To conduct field testing of the ExACT CM compliance monitoring device and provide results to the manufacturer. Design: Questionnaires, interviews, and patient diaries were used to collect data on targeted product attributes of interest. Setting: The Veterans Affairs Medical Center outpatient anticoagulation clinic in Tucson, AZ. Subjects: A convenience sample of 31 ambulatory male patients (average 68 ± 0.5 y) who had been stabilized on warfarin therapy for at least one month. Main Outcome Measures: Scaled attitudinal scores and open-ended comments on device attributes. Results: Data were collected for 28 days per patient. The device was determined to be both functional and acceptable to patients. Conclusions: Results suggest that it is feasible to market ExACT CM for use by the pharmaceutical industry in clinical research.

Am J Pharm Educ, 2004

... 19. Jackson TR, Draugalis JR, Smith EV, Zachry WM, III, Slack MK. Hierarchical Structure Eval... more ... 19. Jackson TR, Draugalis JR, Smith EV, Zachry WM, III, Slack MK. Hierarchical Structure Evaluation of Bloom's Taxonomy and Marzano's New Taxonomy Using Rasch Analysis. Am J Pharm Educ . ... Setting performance standards and expectations for patient safety. ...

American Journal of Pharmaceutical Education, 2021

Objective. To assess how U.S. schools and colleges of pharmacy curriculum committees' responsibil... more Objective. To assess how U.S. schools and colleges of pharmacy curriculum committees' responsibilities, structure, functions, charges, and activities have evolved since 2011. Methods. A total of 133 fully-accredited schools and colleges of pharmacy were included in the survey. Data collection occurred between March and September 2020, and survey questions pertained to the academic year (19-20). Data were collected on committee membership, leadership, functions, and charges. New questions explored ties to assessment and Standards 2016. Analysis included descriptive statistics and comparisons to the 2011 survey results. Results. Response rate was 80%; one partial response was excluded from analysis. Most (93%) schools and colleges rely on a curriculum committee to provide curriculum oversight. Faculty and students remain the most frequent types of members but there has been an increase in the number of committees with members from other areas including experiential programs, staff, directors, librarians, and pharmacy residents. Committee charges have increased beyond the traditional curriculum planning, mapping, and review to include newer tasks (eg, EPAs, IPEs, PPCP, co-curriculum, certificates). Primary responsibility for various assessment activities is shared by both committees in 1/3 of the institutions. Conclusion. Curriculum committees remain a key part of pharmacy education but continue to evolve to meet their responsibility for new and increasing numbers of charges and finding ways to communicate and share duties with their assessment counterparts. Having clear guidance for the CC and reducing frequency of scheduled work to ensure the CC will be able to address new challenges as they emerge are recommended.

American Journal of Pharmaceutical Education, 2020

The administrative response to the coronavirus identified in 2019 (COVID-19) pandemic for a varie... more The administrative response to the coronavirus identified in 2019 (COVID-19) pandemic for a variety of units housed in the University of Oklahoma College of Pharmacy is described. Continuity of operations, essential vs nonessential personnel, distance learning, online testing procedures for the Doctor of Pharmacy degree program, and the impact on development are discussed.

A number of issues related to graduate education in pharmacy have become apparent in the last sev... more A number of issues related to graduate education in pharmacy have become apparent in the last several years. Recruitment of pharmacy students into graduate programs is one of the concerns. Currently, little information exists regarding this topic other than annual enrollment data. A certain number of pharmacy undergraduates must pursue graduate education to allow for the continued growth of the profession. A study was conducted to determine if a newly created videotape intervention would change participants attitudes and awareness levels concerning graduate educational pursuits in pharmacy. First and third professional year students at four Colleges of Pharmacy were randomly assigned to the treatment or control groups. Members of the control group were asked to complete the survey instrument only. The instrument consisted of three measures of intention to pursue graduate education, personal attitudes toward this pursuit, and perceptions of how significant others (the subjective norm) felt about these endeavors. The Theory of Reasoned Action (Ajzen and Fishbein) provided the theoretical framework for the research. Results of the study indicated that the intervention was able to change intentions, attitudes, and awareness levels regarding graduate education and research activities. Intentions of enrolling in graduate school did not differ between two entry level degree programs or in males versus females. First year students had higher intentions of obtaining graduate education than third year students. The subjective norm was more important than attitudes in predicting the intentions concerning graduate school attendance. These results demonstrate that positive changes in intentions, attitudes, and awareness levels can be obtained from such videotape interventions

We must be reminded that, "One need not conduct educational research to possess a scholarshi... more We must be reminded that, "One need not conduct educational research to possess a scholarship of teaching. Every faculty member is a potential teaching scholar but may not know how to do so; are doing so, but don't know how to measure; or are doing so, but measuring erroneously or insufficiently. All those with instructional responsibilities should be skilled in teaching which leads to a scholarship of teaching, but that needs to be distinguished from an educational researcher. Educational researchers are educated and trained in the theory and practice of education and their research efforts provide frameworks for teaching scholars."(1) Educational researchers must secure funding and their work does carry publication and presentation expectations. The scholarship of teaching may, but more than likely does not, demand this type of dissemination expectation. Also, there may be some amount of overlap.

The American Journal of Pharmaceutical Education, Apr 1, 2019

Objective. To evaluate the impact of an academic and administrative advanced pharmacy practice ex... more Objective. To evaluate the impact of an academic and administrative advanced pharmacy practice experience (APPE) on participants' career choice and long-term retention of teaching knowledge. Methods. Participants in an academic and administrative APPE from 2009 to 2016 completed a questionnaire about the experience and a 20-item knowledge test covering the five APPE modules. In addition, a retrospective review of graduates from the same timeframe was conducted to determine their faculty and preceptor status. Results. Of the 17 APPE participants, 16 completed the study and 100% reported that the experience helped them understand what it means to be a faculty member and an effective preceptor. The study participants completed the APPE knowledge test over the five modules. Participants passed four of the five module tests, including that for the instructional design module. A greater proportion of participants (75%) obtained faculty positions than did graduates who had not completed the APPE (9%). Seventy-one percent of students became active preceptors compared to 53% of students who did not complete the academic and administrative APPE, but this difference was not significant as the study was not powered to detect a difference. Conclusion. A longitudinal analysis of an academic and administrative APPE found that 75% of participants pursued a faculty position and retained their knowledge over time. A majority of the APPE participants (71%) and nonparticipants (53%) obtained a preceptor license. The outcomes support continued offering of the academic and administrative APPE to fourth-year pharmacy (P4) students. Requiring all P4 students to complete the APPE could help make them "preceptor ready."

Objectives. The purpose of this study was to assess curricular variables of advanced pharmacy pra... more Objectives. The purpose of this study was to assess curricular variables of advanced pharmacy practice experience (APPE) placements in first professional degree PharmD programs and serve as a follow-up to surveys reported for the 1991-1992, 1995-1996,and 1999-2000 academic years. Methods. A self-administered questionnaire (based on a previously used instrument) and 2 follow-up mailings were sent to 87 colleges and schools of pharmacy in mid-2004. Results. Seventy-five institutions responded, yielding a 90% response rate. The full complement of required rotations had not changed since the 1999-2000 study. Ambulatory care, internal medicine, and adult acute care sites were the most difficult APPEs for institutions to secure. Forty-one percent of institutions reported an increase in inter-school competition in the acquisition and retention of sites during the past 3 years. Conclusions. The need to reassess curricular trends continues to grow in importance with the increasing number of new colleges and schools of pharmacy, as well as the increasing student enrollments in existing programs.

Proposed Methodology The proposed methodology as shown in Figure 1 has potential application in a... more Proposed Methodology The proposed methodology as shown in Figure 1 has potential application in all pharmacotherapeutic modules where a standard of care has been established. The clinical practice guidelines do not replace the need for course or class objectives, but rather serve to provide added structure to the material to ensure that students are able to provide the standard of care in their future prac

told that many men fear, “Honey, would you hold my purse?” For several years now, I cringe when i... more told that many men fear, “Honey, would you hold my purse?” For several years now, I cringe when in a meeting, planning session, phone consultation, student conference, or even standing in the hallway, someone utters the words, “I/we want to do a survey.” I agree with the likes of Kerlinger and Lee who state that survey research requires both “a good deal of research knowledge and sophistication,” and that the competent survey researcher requires command of a variety of topics such as sampling, instrument construction, data analysis, among other technical considerations.1 Kerlinger and Lee conclude that (1) “such knowledge is hard to come by” and (2) “Few investigators get this kind and amount of experience.” So weary are the CEO Deans of being inundated with requests for their participation in myriad survey research projects of varying quality that in July 2004, the presidential officers responded by instructing AACP staff to act as follows: (1) staff must decline all requests for e-mail addresses and/or mailing addresses for CEO deans of member institutions for the purpose of conducting survey research; (2) staff should make available for purchase (for one-time use only) contact information (e-mail addresses and/or mailing addresses) for targeted groups of faculty included in the AACP faculty database (excluding CEO deans); and (3) staff should no longer review, critique, or approve survey instruments outside those constructed and implemented as part of AACP’s institutional research initiatives or by units of the Association. In our quest to answer burning questions or find out how others are tackling problems that we, too, face, we may fail to look to the literature when indeed there may already be published papers on the subject of interest. At the very least, there may be possible instrumentation or suggested methodology that could be adopted. Seemingly, many requests for input are not guided by a research plan, study objectives, or a dissemination strategy. Many potential respondents are so overburdened with requests for their input that instead of weighing the decision to respond, they simply decline all requests for participation. Salant and Dillman differentiate 4 possible sources of error functioning in all survey research.2 Coverage error is when the sampling frame (many times a list or roster) does not include all elements of the population that one wishes to study. That is, not all members of a defined population have the same (if any) probability of being included in the sample. For example, using the state pharmacy association membership list rather than the state board of pharmacy roster of pharmacists, if you indeed wish to generalize to the state’s practicing pharmacists at large and not just those who are dues-paying members of the state society. Sampling error is the discrepancy, due to random sampling, between the true value of the population parameter and the sample estimate of that parameter. In this case the best offense is obtaining as large a sample as is feasible. Non-response error or bias can occur if we fail to collect data from each member of the sample. Although nonresponse error can theoretically occur with anything less than a 100% response rate, it is generally recommended that a response rate of 70% or greater is optimal because non-response bias is thought to be minimal at that high of a response rate. If the response rate is low, those that responded have a greater chance of being self-selected and may be inherently different from those who did not respond, and thus not representative of the target population. This can be very problematic, especially when using a mail questionnaire, about which Kerlinger and Lee state with regard to possible low response rates, “the mail questionnaire is worse than useless, except in highly sophisticated hands.”1 With the advent of e-mail and web-based approaches, this becomes even more problematic. There are follow-up strategies and approaches that must be considered and employed as well. Even if the survey researchers have done all the groundwork to avoid the first 3 types of error, many forms of measurement error (response bias) can occur due to any number of factors. Measurement error occurs when a subject’s response to a given item is something other than the “true” or “correct” answer and reflects limitations of the instrument. Whether it be a result of the subject’s inherent response styles, the questionnaire construction and layout, or specific item properties such as type of scaling responses, all too often the result is data lacking reliability and validity. Bad data are worse than American Journal of Pharmaceutical Education 2005; 69 (1) Article 16.

An educational strategy was developed to create a means for students to connect skills introduced... more An educational strategy was developed to create a means for students to connect skills introduced in a course sequence during the second professional year with the evaluative PharmD project conducted later in the curriculum. Fifty-seven students were divided into ten groups. Using a published article, each group developed a mock project proposal and accompanying human subjects forms following prescribed PharmD Project Guidelines. The student groups also critiqued research designs used in previous PharmD projects using skills applied in the earlier courses. Application of the procedure outlined in the PharmD Project Guidelines to group assignments provided a means of rehearsing the process without the intimidation of working alone. The uncertainty and anxiety typical of task initiation was decreased for this group of students as they began work on their evaluative PharmD projects.

Objectives. To demonstrate a curriculum mapping technique and its use in program evaluation and a... more Objectives. To demonstrate a curriculum mapping technique and its use in program evaluation and assessment, as well as to provide specific recommendations for potential uses in pharmacy education. Methods. This study employed a descriptive cross-sectional study design based on a learning outcomes document and several existing student and curricular data sets. Results. The population consisted of 209 PharmD students at the University of Arizona College of Pharmacy (UACOP) during the 2004-2005 academic year and mapped 31 of the 34 required didactic courses in the curriculum. There was concordance between student and faculty member ranking of domain coverage in their respective curricular maps. Conclusions. The agreement between the student and faculty graphical curriculum maps on the order of the ranking of the relative emphasis of each domain suggests concordance between the intended/ delivered and received curriculums. This study demonstrated a curriculum mapping methodology that can be used to both make sense and use of existing data in curricular evaluation.

The American Journal of Pharmaceutical Education, Sep 1, 2005

American Journal of Pharmaceutical Education

American Journal of Pharmaceutical Education

American Journal of Pharmaceutical Education, 2021

Journal of the American Pharmacists Association, 2021

BACKGROUND "Meds-to-beds" programs are a quality improvement intervention that is gaini... more BACKGROUND "Meds-to-beds" programs are a quality improvement intervention that is gaining wider implementation throughout the United States. The University of Oklahoma hospital system did not have this program and sought to implement one. There are sufficient data on the benefits of meds-to-beds programs, but there is a lack of literature on describing the development and implementation process. OBJECTIVES The objective of this article is to describe the planning process, implementation, and barriers encountered during the organization of a pharmacy-led meds-to-beds program operating within 2 large teaching hospitals. PRACTICE DESCRIPTION The University of Oklahoma Health Sciences Center campus has 7 colleges, multiple primary care and specialty clinics, and 2 hospitals. In addition, there are 3 on-campus outpatient pharmacies operated by the University of Oklahoma College of Pharmacy (OUCOP). PRACTICE INNOVATION The college implemented a meds-to-beds program primarily serving 2 on-campus hospitals, The Oklahoma Children's Hospital and University of Oklahoma College of Pharmacy Medical Center. The program operated out of The Children's Pharmacy, an outpatient pharmacy located within the Children's Hospital. EVALUATION METHODS A Plan-Do-Study-Act model was used, which allowed for adaptation in response to barriers encountered throughout the process. Frequent meetings among stakeholders were held to continuously evaluate progress (e.g., awareness and utilization of the program and prescription counts) and make necessary changes. RESULTS Implementation of the program required changes in workflow both within the pharmacy and within the registration and discharge processes of medical teams. In addition, after the initiation of the meds-to-beds program, the daily prescription count more than doubled. The program averages 40 deliveries per day and 3 prescriptions per delivery and continues to grow, providing evidence of a successful meds-to-beds implementation. CONCLUSION The Plan-Do-Study-Act model allowed for many adjustments to be made throughout the process, including the conversion from an opt-in to an opt-out model to increase program utilization.

Objectives. The purpose of this study was to evaluate student and item performance and assess cur... more Objectives. The purpose of this study was to evaluate student and item performance and assess curricular strengths and weaknesses using a 65-item multiple-choice examination. Examination content included therapeutics, pharmacology, drug information and research design, nonprescription medications, and pharmacokinetics. Methods. The cumulative examination was administered to 54 student volunteers prior to and following the final year of experiential rotations. Rasch analysis in combination with the Wolfe and Chui procedure was performed to evaluate content areas and compare pretest to posttest item and person values. Results. These data supported Rasch model fit. Student logit values, converted to a 150-point scale, showed mean measures of 94.0 and 97.8 for the pretest and posttest, respectively, demonstrating significant improvement (t = 3.20, p < 0.01). Calibration values showed that 12 items became easier and 13 items became more difficult. Conclusions. The data provide evidenc...

American Journal of Pharmaceutical Education, 2019

Objective. To determine the factors, including a preparation test, that best predict pharmacy stu... more Objective. To determine the factors, including a preparation test, that best predict pharmacy students' performance on the Pharmacy Curriculum Outcomes Assessment (PCOA). Methods. Two cohorts of third-year pharmacy students completed a 100-item locally created PCOA pre-test, the PCOA Prep. This PCOA Prep was a cumulative knowledge test that was administered in the fall semester. In the spring semester, the students completed the 200-item PCOA and a separate survey on study habits and confidence. A retrospective review of students' demographics data, prepharmacy admission variables, and pharmacy school factors were collected. Correlation and regression analyses were conducted to evaluate which factors predicted students' PCOA total scaled score as well as scores in areas 1-4. Results. One hundred seventy-nine students were included in the study. The majority were female (55%), white (54%), and 28 (SD55.4) years old on average. Students' average score on the PCOA Prep test was 80.7% (SD57.8). The stepwise multiple linear regression model for the PCOA total scaled score included the PCOA Prep test, cumulative GPA at the end of the didactic curriculum, race/ ethnicity, Pharmacy College Admission Test (PCAT) Verbal, PCAT Biology, and a class identifier. Including the PCOA Prep test explained more variance than the model without the test. Conclusion. This study revealed that student performance on a locally created cumulative knowledge test best predicted the PCOA Total Scaled Score. These results offer insights into additional contributing factors that influence students' PCOA performance and how colleges and schools of pharmacy could identify at-risk students who may need knowledge remediation prior to beginning advanced pharmacy practice experiences.

Journal of Pharmacy Technology, 1999

Objective: To conduct field testing of the ExACT CM compliance monitoring device and provide resu... more Objective: To conduct field testing of the ExACT CM compliance monitoring device and provide results to the manufacturer. Design: Questionnaires, interviews, and patient diaries were used to collect data on targeted product attributes of interest. Setting: The Veterans Affairs Medical Center outpatient anticoagulation clinic in Tucson, AZ. Subjects: A convenience sample of 31 ambulatory male patients (average 68 ± 0.5 y) who had been stabilized on warfarin therapy for at least one month. Main Outcome Measures: Scaled attitudinal scores and open-ended comments on device attributes. Results: Data were collected for 28 days per patient. The device was determined to be both functional and acceptable to patients. Conclusions: Results suggest that it is feasible to market ExACT CM for use by the pharmaceutical industry in clinical research.

Am J Pharm Educ, 2004

... 19. Jackson TR, Draugalis JR, Smith EV, Zachry WM, III, Slack MK. Hierarchical Structure Eval... more ... 19. Jackson TR, Draugalis JR, Smith EV, Zachry WM, III, Slack MK. Hierarchical Structure Evaluation of Bloom's Taxonomy and Marzano's New Taxonomy Using Rasch Analysis. Am J Pharm Educ . ... Setting performance standards and expectations for patient safety. ...

American Journal of Pharmaceutical Education, 2021

Objective. To assess how U.S. schools and colleges of pharmacy curriculum committees' responsibil... more Objective. To assess how U.S. schools and colleges of pharmacy curriculum committees' responsibilities, structure, functions, charges, and activities have evolved since 2011. Methods. A total of 133 fully-accredited schools and colleges of pharmacy were included in the survey. Data collection occurred between March and September 2020, and survey questions pertained to the academic year (19-20). Data were collected on committee membership, leadership, functions, and charges. New questions explored ties to assessment and Standards 2016. Analysis included descriptive statistics and comparisons to the 2011 survey results. Results. Response rate was 80%; one partial response was excluded from analysis. Most (93%) schools and colleges rely on a curriculum committee to provide curriculum oversight. Faculty and students remain the most frequent types of members but there has been an increase in the number of committees with members from other areas including experiential programs, staff, directors, librarians, and pharmacy residents. Committee charges have increased beyond the traditional curriculum planning, mapping, and review to include newer tasks (eg, EPAs, IPEs, PPCP, co-curriculum, certificates). Primary responsibility for various assessment activities is shared by both committees in 1/3 of the institutions. Conclusion. Curriculum committees remain a key part of pharmacy education but continue to evolve to meet their responsibility for new and increasing numbers of charges and finding ways to communicate and share duties with their assessment counterparts. Having clear guidance for the CC and reducing frequency of scheduled work to ensure the CC will be able to address new challenges as they emerge are recommended.

American Journal of Pharmaceutical Education, 2020

The administrative response to the coronavirus identified in 2019 (COVID-19) pandemic for a varie... more The administrative response to the coronavirus identified in 2019 (COVID-19) pandemic for a variety of units housed in the University of Oklahoma College of Pharmacy is described. Continuity of operations, essential vs nonessential personnel, distance learning, online testing procedures for the Doctor of Pharmacy degree program, and the impact on development are discussed.