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Student Focus Groups UNIVERSITY OF KENTUCKY COLLEGE OF PHARMACY 1 Formative Evaluation Using Student Focus Groups Heidi M. Anderson, Ph.D. University of.

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Presentation on theme: "Student Focus Groups UNIVERSITY OF KENTUCKY COLLEGE OF PHARMACY 1 Formative Evaluation Using Student Focus Groups Heidi M. Anderson, Ph.D. University of."— Presentation transcript:

1 Student Focus Groups UNIVERSITY OF KENTUCKY COLLEGE OF PHARMACY 1 Formative Evaluation Using Student Focus Groups Heidi M. Anderson, Ph.D. University of Kentucky College of Pharmacy (UKCOP)

2 Student Focus Groups UNIVERSITY OF KENTUCKY COLLEGE OF PHARMACY 2 Student Focus Groups UKCOP uses student focus groups as part of the formative curricular evaluation process Goals: Systematic method to collect information about the curriculum Assure confidential timely exchange between professors and students on their perceptions of course in progress

3 Student Focus Groups UNIVERSITY OF KENTUCKY COLLEGE OF PHARMACY 3 How it Developed D. Joseph Clark, Washington University Small Group Instructional Diagnosis (SGID) 5-step process Conducted once mid-semester Adapted a hybrid version of SGID Student Liaison Committee (SLC)

4 Student Focus Groups UNIVERSITY OF KENTUCKY COLLEGE OF PHARMACY 4 Who Participates in SLC? 10 Students from each class for Fall/Spring 9 members randomly selected from the 10 small groups 1 member is the class Vice President Facilitators from the Office of Education Innovation (OEI) Assistant Dean Assessment Coordinator Recorder Faculty observers periodically invited

5 Student Focus Groups UNIVERSITY OF KENTUCKY COLLEGE OF PHARMACY 5 Obtaining the Participants Beginning of Fall semester students receive 1st electronic correspondence, that: Explains purpose of Student Liaison Committee (SLC) Describes the random selection process 2 nd correspondence, is sent: Those 10 selected members, informed of dates, training, etc. Entire class announcing the 10 individuals

6 Student Focus Groups UNIVERSITY OF KENTUCKY COLLEGE OF PHARMACY 6 Initial Training Meeting Training on Providing Feedback Purpose UKCOP process and assessment Focus group methodology Guidelines on offering constructive feedback Relevant and Appropriate Specific descriptions Offer both positive and negative Explain how to improve

7 Student Focus Groups UNIVERSITY OF KENTUCKY COLLEGE OF PHARMACY 7 Meeting Process After each set of block exams the Student Liaison Committee meets to review the learning in each course Block Exams approximately every 3 wk period Each course is given minutes for discussion PY1 (#7) PY2 (#5)PY3 (#3) SLC members represent their entire class Solicit feedback prior to meetings

8 Student Focus Groups UNIVERSITY OF KENTUCKY COLLEGE OF PHARMACY 8 During the Meeting Use a systematic 3-question format Responses are discussed, consensus is reached and recorded Data is organized into a report for the instructor Report is sent electronically to the instructor and course coordinator 48 hours post meeting

9 Student Focus Groups UNIVERSITY OF KENTUCKY COLLEGE OF PHARMACY 9 Feedback Questions What elements in the course helped students learn the material in this course? What elements in this course hindered the learning? What specific suggestions do you have to improve the course?

10 Student Focus Groups UNIVERSITY OF KENTUCKY COLLEGE OF PHARMACY 10 Post Meeting The instructor takes a few minutes of subsequent class to respond to student feedback in the SLC report and to describe any changes that will occur to improve learning Facilitator will arrange a follow-up session with the instructor ‘prn’

11 Student Focus Groups UNIVERSITY OF KENTUCKY COLLEGE OF PHARMACY 11 Evaluation of SLC Process

12 Student Focus Groups UNIVERSITY OF KENTUCKY COLLEGE OF PHARMACY 12 Evaluation of SLC Spring 2005, conducted a survey to determine student perceptions about SLC Purpose Comfort providing input Effectiveness of process Accuracy of process Benefits Areas for improvement Specific questions for the SLC members

13 Student Focus Groups UNIVERSITY OF KENTUCKY COLLEGE OF PHARMACY 13 Survey Response Rate All 3 classes combined = 85% PY1 = 90 PY2 = 80 PY3 = 85

14 Student Focus Groups UNIVERSITY OF KENTUCKY COLLEGE OF PHARMACY 14 I understand the purpose of the SLC Mean SD=1 D=2 A=3 SA=4

15 Student Focus Groups UNIVERSITY OF KENTUCKY COLLEGE OF PHARMACY 15 I feel comfortable providing information to the SLC member(s) for discussion at the next SLC meeting Mean SD=1 D=2 A=3 SA=4

16 Student Focus Groups UNIVERSITY OF KENTUCKY COLLEGE OF PHARMACY 16 The SLC is an effective way to communicate class perceptions to faculty and administration Mean SD=1 D=2 A=3 SA=4

17 Student Focus Groups UNIVERSITY OF KENTUCKY COLLEGE OF PHARMACY 17 The SLC accurately reflects the perceptions of the entire class Mean SD=1 D=2 A=3 SA=4

18 Student Focus Groups UNIVERSITY OF KENTUCKY COLLEGE OF PHARMACY 18 As a member of the SLC, the time required to participate was worthwhile Mean SD=1 D=2 A=3 SA=4

19 Student Focus Groups UNIVERSITY OF KENTUCKY COLLEGE OF PHARMACY 19 As a member of the SLC, I understood what was expected of me. Mean SD=1 D=2 A=3 SA=4

20 Student Focus Groups UNIVERSITY OF KENTUCKY COLLEGE OF PHARMACY 20 Benefits Opportunity to voice class opinions to communicate concerns to faculty The faculty response to the SLC feedback

21 Student Focus Groups UNIVERSITY OF KENTUCKY COLLEGE OF PHARMACY 21 Areas for Improvement Feedback gathered from students by their SLC members before the meetings Concern about selecting their own members to the SLC Feedback from SLC members about the meeting

22 Student Focus Groups UNIVERSITY OF KENTUCKY COLLEGE OF PHARMACY 22 Suggestions More effective methods to obtain student input before these meetings: Class announcement Form Summary of the meeting results to the class

23 Student Focus Groups UNIVERSITY OF KENTUCKY COLLEGE OF PHARMACY 23 References 1. Clark, J and Redmond, M. Small Group Instructional Diagnosis Final Report. Settle: Department of Biology Education, University of Washington, (ED ). 2. Coffman, SJ Improving Your teaching Through Small-Group Diagnosis. College Teaching, 1991, 39(2), Angelo, TA., and Cross, KP. Classroom Assessment Techniques: A Handbook for College Teachers. San Francisco: CA. Jossey-Bass, Wimer, M. Improving College Teaching: Strategies for Developing Instructional Effectiveness. San Francisco: CA. Jossey-Bass, 1990.


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