Identification of the Service Quality Dimensions of Pharmaceutical Education

Holdford, David A.; Patkar, Anuprita

doi:10.5688/aj6704108

Cited by 32 publications

(39 citation statements)

References 8 publications

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“…Oliver (1997) defined customers' satisfaction as the feedback regarding the fulfillment of the customers' requirements. Holford and Patkar (2003) in Handoyos (2006) stated that there are five items of overall students' satisfaction comprising the quality of the facilities, quality of the learning process, quality of the service, quality of the curriculum, and quality of the instructional implementation.…”

Section: Introductionmentioning

confidence: 99%

The Quality of Teaching and Learning towards the Satisfaction among the University Students

Suarman¹,

Aziz²,

Yasin³

2013

ASS

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The aim of this study is to examine the relationship between the students' perception of the quality of teaching and learning and their satisfaction in a great university in Indonesia, which was very important in the effort of upgrading the quality of higher education. A survey research involving the sample of 387 students was conducted. The research instruments of the study regarding the quality of teaching and learning consisted of aspects such as the courses, lecturers' motivation, instructional design, relationship among students, relationship between students and lecturers, task assignment, lecturers' efficiency, evaluation, obstacles and restraints, as well as the instrument for measuring students' satisfaction. The research findings were analyzed using the descriptive statistics and inferential statistics such as T-Test, correlation, and regression. The findings showed that students' perception of the quality of teaching and learning was at the moderate level, and students' satisfaction was also at the moderate level. Based on the inferential statistics, it was indicated that there was a difference in the perception of the quality of teaching and learning concerning the gender, study period, and field of study. Similarly, there was also a difference in students' satisfaction based on gender, study period, and field of study. The correlation analysis showed that students' perception of the quality of teaching and learning had a positive relationship with their satisfaction, whereas the results of the regression test presented the existence of the 9 dimensions of positive contributions of the quality of teaching and learning in relation to students' satisfaction. The study recommendation is that the university find out about students' needs in the teaching and learning processes, including the physical needs or methods of generating a better relationship between the students and university as well as among students in order to enhance the quality of higher education. Thus, the main implication of this study regarding the education discipline was the discovery of the status of the quality of teaching and learning in an educational institution as the principal factor of the increment in students' satisfaction.

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Section: Introductionmentioning

confidence: 99%

The Quality of Teaching and Learning towards the Satisfaction among the University Students

Suarman¹,

Aziz²,

Yasin³

2013

ASS

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“…6,7 The satisfaction survey tool was developed by adapting questions from existing instruments to assess student-reported satisfaction with the combination of student-directed learning techniques and tools used in both courses. 8,9 The confidence and satisfaction survey tools are 18 and 28 item, 5-point Likert scales ranging from 1 5 strongly disagree to 5 5 strongly agree.…”

Section: Evaluation and Assessmentmentioning

confidence: 99%

The Impact of Elective Active-Learning Courses in Pregnancy/Lactation and Pediatric Pharmacotherapy

Elliott

Koerner

Heasley

et al. 2012

American Journal of Pharmaceutical Education

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Objective. To implement and evaluate the impact of 2 elective courses, Pregnancy & Lactation and Pediatrics on student acquisition of knowledge and development of lifelong learning skills related to these special populations. Design. Two 3-credit elective courses were implemented using various student-driven learning techniques, such as case-based exercises, group presentations, pro-con debates, and pharmacist "grab bag" questions. Strong emphasis was placed on medication literature retrieval and analysis, and a wiki was used to create an electronic resource for longitudinal use. Assessment. Pre-and post-course tests showed significant improvement in knowledge related to pregnancy, lactation, and pediatrics. Pre-and post-course confidence and ratings on satisfaction survey tools also revealed significant improvement in several domains relating to lifelong-learning skills, knowledge related to medication use within these special populations, use of technology to enhance learning, and overall course design. Conclusion. The combination of student-directed learning techniques used in 2 pediatric-concentration courses is an effective teaching model.

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“…16 In the recent past, in the context of India, Gupta and Mandal (2016) have conceptualized with the help of the literature review and identified five dimensions and these are Infrastructure, Academic and Social Reputation, Career Development, Academic Program and Administrative system. This research left immense scope for future improvement.…”

Section: Univqualmentioning

confidence: 99%

“…The researches which have been carried out in an outside Indian environment [14][15][16] are empirical in nature, but at the same time unwise to extend without modification into the Indian situation since service quality expectation is not neutral to culture. 12,13,38 The research that has been executed in India by Gupta and Mandal (2016) 17 is a kind of conceptual analysis for the measurement of service quality determinants and judgmental findings of Gupta and Mandal (2016) 17 opined that five number of factors can measure the service quality.…”

Section: Research Query (Rq) Developmentmentioning

confidence: 99%

“…However, service quality is not culture-independent, which is understandable from the culture wise variation in service quality determinants. 12,13 For example, difference in service quality determinants are visible between researches carried out by Gu et al (2016) 14 and Holdford and Reinders (2001) 15 (also with Holdford and Patkar, 2003) 16 and thus it is imperative to execute the research in the context of India. Though there are researches (Gupta and Mandal, 2016;Singh, 2016) 17,18 which have been contextualized service quality in the Indian backdrop but not have reduced the necessity of doing a new research on the same since mentioned duo is nonempirical in nature.…”

Section: Introductionmentioning

confidence: 99%

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Service Quality Gap Measurement in Pharmaceutical Educational Institutes: An Empirical Analysis for Model Development

Mandal¹,

Gupta²

2018

IJPER

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Perspective: One can observe the sea changes that have been taken place in the Indian pharmaceutical business environment. There are challenges for this section and which is possible to overcome by quality human resources. In fact, we have experienced mushroom growth of pharmaceutical education institutes (PEIs) without producing of the employable graduates. Probably this is due to poor service offerings from PEIs. Objective: Hence, the purpose of the present research to develop service quality determinants for pharmaceutical education institutes (PESQ) and analyse the nature of the gap/s if it generates at all. Methods: We have selected six education institutes and their students randomly and based on the responses we have refined the prior facets of service quality identified from the literature. We have employed Principal component analysis (PCA) and other techniques of refinement of the construct. After the development of the facets, aggregatively we have compared between actual and expected to identify gaps in service quality. Conclusion: Our Research develops some important outcomes. Six facets quality model for pharmaceutical education has been developed, four of which were common with previous works and found two unique dimensions suitable to Indian environment. In addition, it was identified that said two dimensions result in higher gap in service quality.

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Identification of the Service Quality Dimensions of Pharmaceutical Education

Cited by 32 publications

References 8 publications

The Quality of Teaching and Learning towards the Satisfaction among the University Students

The Quality of Teaching and Learning towards the Satisfaction among the University Students

The Impact of Elective Active-Learning Courses in Pregnancy/Lactation and Pediatric Pharmacotherapy

Service Quality Gap Measurement in Pharmaceutical Educational Institutes: An Empirical Analysis for Model Development

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