(248) Small-scale changes with big benefits: Addressing low course evaluation scores in a pharmacy management course

Objective : The objective of this project was to systematically evaluate the influence of changes to a pharmacy management course on student perception-driven course evaluation scores.

Methods: A backwards design approach informed by student feedback was used to identify course changes focused on practice-based skill development. No substantial changes to course content were made, instead focusing on material organization, streamlining information, and clarity. Three data sources were used to evaluate the impact of course changes: a 5-item mid-semester student survey designed to facilitate in-course responses, a 6-item end-of-semester student survey comparing 2022 vs 2023 assignments, and standard University-administered course evaluations. All surveys were administered to all students enrolled in the course.

Results: Response rates to the 2023 mid-semester survey, end-of-semester survey, and standard course evaluation were 76.8% (43/56), 73.2% (41/56), and 55% (31/56), respectively; response rate for the 2022 standard course evaluation was 70% (42/60). On the mid-semester survey, 60.5% (26/43) of students agreed they understood how course concepts related to their future career, and 41.8% (18/43) agreed the time required for the course was adequate for the credits received. End-of-semester survey responses show nearly all students agreed that the 2023 assignments were clearer, fairer, and had more appropriate deliverables. Standard course evaluation scores showed improvement in summative teacher rating (3.1 to 4.7) and summative course rating (2.6 to 3.5).

Conclusions: Although not indicative of student learning, student perception scores are a metric that play a central role in promotion and tenure decisions. The minor changes to course design showed improvement in course evaluation scores, which may positively influence promotion for faculty.