(145) Use of the Modified Delphi Method to Develop the Mindful Streamlining Self-Assessment Tool

Objective : It is imperative that educators streamline content to avoid curricular overload. The objective of this study was to develop the Mindful Streamlining Self-Assessment Tool (MSSAT) based on the principles of backward design and mindfulness.

Methods: The MSSAT was developed by four pharmacy faculty members and one representative from the Center of Teaching and Learning at the University of the Pacific. A modified Delphi method was used to revise the MSSAT through purposive sampling of pharmacy experts in academia who provided anonymous feedback on each iteration of the MSSAT. Participants were recruited via AACP listservs. To be considered experts, participants were required to meet at least 3 of 7 predetermined criteria. Group consensus was attained through repeated rounds of inquiry and revision. After each round, MSSAT developers met to discuss expert feedback and made consensus-based revisions. A Net Promoter Score (NPS, how likely to recommend, on a scale from 1-10) was used to assess experts' support for the Tool. Finally, an instructional designer provided feedback on ease of use and clarity as a standalone tool.

Results: Twenty-two experts were selected. Twenty-one had >3 years of teaching experience, 13 had received a teaching award, 19 had published at least one scholarship of teaching and learning article and 16 had been on a national committee advancing pharmacy education. Three rounds of feedback surveys were conducted. Expert-guided changes made to the MSSAT included improved wording and an example of applying the Tool. The mean NPS increased from 7.5 to 9, indicating strong support from experts.

Conclusions: A modified Delphi approach utilized for building consensus resulted in a streamlined tool with relevant examples specific to pharmacy educators.