A Continuous Quality Improvement Program to Focus a College of Pharmacy on Programmatic Advancement

Hall, Philip D.; DiPiro, Joseph T.; Rowen, Randall C.; McNair, David

doi:10.5688/ajpe776117

Cited by 7 publications

(9 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…16 The pillars (people, service, quality, growth, and financial) created a framework for the team to set 1-year goals and establish "key performance indicators" which could help measure college progress. 16 Deans in our study agreed that student satisfaction and placement were important to assess quality, but our panel did not identify faculty satisfaction or faculty attrition as metrics. This may have been implied as 85% of our panel agreed that "recruitment" was an important category for quality; however, evaluating faculty satisfaction and turnover were never explicitly mentioned.…”

Section: Discussionmentioning

confidence: 99%

Measuring Up – Defining the Quality of PharmD Programs

Mattingly

Romanelli

Cain

et al. 2017

American Journal of Pharmaceutical Education

View full text Add to dashboard Cite

Objective. To define quality and associated metrics related to Doctor of Pharmacy degree programs. Methods. A three round Delphi process and online survey tool were employed to constitute and query an expert panel of randomly selected pharmacy deans representing a proportional share of public and private schools. Participants were asked about measures used to evaluate the quality of their schools; agreement was assessed for each quality category and metric identified; rankings were reported in order of importance. Results. Deans from 15 public pharmacy schools and 17 private pharmacy schools agreed to participate. Nine quality categories and 35 specific quality metrics were identified. Both public and private school leaders identified and agreed on nine categories of quality measures, with "placement" ranked as the most important measurement category. Conclusion. Identifying categories and metrics to assess quality may provide a foundation from which to compare quality across institutions.

show abstract

Section: Discussionmentioning

confidence: 99%

Measuring Up – Defining the Quality of PharmD Programs

Mattingly

Romanelli

Cain

et al. 2017

American Journal of Pharmaceutical Education

View full text Add to dashboard Cite

show abstract

“…16 Accountability and alignment between the college’s goals and individual faculty, staff and administrators’ performance were ensured by including KPIs specific to each person’s job responsibilities in their annual evaluations. 12 A similar management approach was adopted at the Virginia Commonwealth University (VCU) School of Pharmacy (SOP). KPIs were developed for key areas by teams of faculty, presented to the VCU-SOP Executive Committee and remaining faculty for discussion and, ultimately, approved by faculty in May 2015.…”

Section: Introductionmentioning

confidence: 99%

A key performance indicators redefinition initiative at a school of pharmacy using a modified Delphi consensus technique

Salgado

Reynolds

Frankart

et al. 2020

Pharm Pract (Granada)

Self Cite

View full text Add to dashboard Cite

Objective: The Outcomes and Assessment Committee at the Virginia Commonwealth University School of Pharmacy was tasked with refining the school’s key performance indicators (KPIs) to improve programmatic assessment by focusing on the most important measures. Methods: Initially, 56 KPIs were tracked, nine of which were university mandated, divided into 10 modules: admissions, community outreach, continuing education, diversity, faculty experience and success, fundraising, graduate program, research and scholarship, staff experience and success, and student experience and success. Using a three-round Delphi consensus technique, KPIs were reviewed by faculty and staff. Each participant responded whether they considered each KPI to be essential or not essential for school quality assessment and improvement. Consensus for the first, second, and third rounds was defined as ≥90%, ≥80%, and ≥75% agreement, respectively. Results: Of 109 faculty and staff invited, 49 participated in the first round, 51 in the second, and 42 in the third. At the end of the third round, accumulated consensus was achieved for 35 out of 88 (39.8%) KPIs that were considered essential and 3 out of 88 (3.4%) that were considered non-essential. Consensus percentage per module was: 15.4% (2/13) admissions, 28.6% (2/7) community outreach, 33.3% (3/9) continuing education, 27.3% (3/11) diversity, 62.5% (5/8) faculty experience and success, 55.6% (5/9) fundraising, 40% (4/10) graduate program, 33.3% (3/9) research and scholarship, 57.1% (4/7) staff experience and success, and 66.7% (4/6) student experience and success. Conclusions: Ultimately, 35 KPIs achieved consensus as essential to measure achievement of benchmarks for the school, which totals 44 KPIs, including nine university mandated KPIs. The process facilitated faculty and staff involvement in KPI selection and achieved improved focus for programmatic assessment.

show abstract

“…10 The purpose of this report is to share the process used to develop Pacific 2020, the strategic plan for the Doctor of Pharmacy program at the Thomas J. Long School of Pharmacy and Health Sciences (the School) to assist other colleges and schools to develop their strategic planning process with a focus on meeting the fundamental components of a strategic plan.…”

Section: A J P Ementioning

confidence: 99%

“…The design and sharing of the organization and approach at the beginning of the process distinguishes our approach from an approach described by others in a complex environment like ours. 10 Early involvement and communication was a key fundamental component used in our strategic planning process.…”

Section: A J P Ementioning

confidence: 99%

“…8 The Accreditation Standards for the Doctor of Pharmacy degree from the Accreditation Council for Pharmacy Education (ACPE) include the need to perform strategic planning. 9 The pharmacy education literature includes reports on the development of a continuous quality improvement process for a pharmacy program as a whole based on prior strategic planning, 10 the use of strategic planning in an academic unit within a college of pharmacy, 11 and the use of strategic planning in the development of a satellite campus and an interprofessional education program. 12,13 There are also only a limited number of reports of strategic planning and its impact in other health care educational programs and in academic health centers.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Development, Implementation and Assessment of a Comprehensive Strategic Plan in a School of Pharmacy

Jasti

Livesey

Oppenheimer

et al. 2019

American Journal of Pharmaceutical Education

View full text Add to dashboard Cite

Objective. To describe the process used, the collective goals employed, and an assessment of the outcomes of the strategic plan developed for a Doctor of Pharmacy program. Methods.The planning process included five phases: designing and scanning (by the planning committee), divergent thinking (key internal and external stakeholders shared their vision for the school), convergent planning (planning committee organized clusters; all faculty prioritized the clusters, goals and metrics), refining (planning committee refined the clusters into strategies with help from school leadership and alumni), and assessment (metrics were aligned with assessment plans; data were collected and analyzed).Results. The strategic plan had 5 broad strategies, 20 specific goals and 90 associated metrics. The plan was implemented with engagement throughout the program. Reallocation of existing resources and generation of new resources were key in making progress. Each strategy impacted the mission to provide an exemplary educational experience for students and to advance the institution. Conclusions. The strategic plan provided direction and focus to meet the challenges of continuing to advance the school, differentiating amongst peer institutions, and effectively competing. The keys for success in strategic planning are having a well-defined process, involvement of all faculty and other key stakeholders, implementation of the plan including resource reallocation and generation, and collection and use of data on progress.

show abstract

A Continuous Quality Improvement Program to Focus a College of Pharmacy on Programmatic Advancement

Cited by 7 publications

References 5 publications

Measuring Up – Defining the Quality of PharmD Programs

Measuring Up – Defining the Quality of PharmD Programs

A key performance indicators redefinition initiative at a school of pharmacy using a modified Delphi consensus technique

Development, Implementation and Assessment of a Comprehensive Strategic Plan in a School of Pharmacy

Contact Info

Product

Resources

About