Moving AACP Curriculum Quality Survey Results from Good to Great

Although the American Association of Colleges of Pharmacy (AACP) Curriculum Quality Surveys (CQS) are required for programs to distribute and utilize as part of accreditation standards, programs face challenges in survey administration and timing, interpreting data and results, and following up on a...

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Bibliographic Details
Published in:American journal of pharmaceutical education 2023-04, Vol.87 (3), p.ajpe9004-312, Article ajpe9004
Main Authors: Meny, Lisa, Maerten-Rivera, Jaime, Gettig, Jacob P., Goliak, Kristen L., Schwartz, Amy H., Higginbotham, Mary, Shenoy, Vinayak, Chen, Aleda M.H.
Format: Article
Language:English
Subjects:
Academic Standards
Accreditation
Accreditation (Institutions)
Benchmarking
continuous quality improvement
Curricula
Curriculum
Curriculum evaluation
Curriculum Quality Survey
Education, Pharmacy - methods
Feedback
Feedback (Response)
Guidelines
Humans
Management Systems
Medical education
Meta Analysis
Methods
Pharmaceutical Education
Pharmaceutical sciences
Pharmacists
Pharmacy
Polls & surveys
Program Evaluation
programmatic assessment
Quality management
Response rates
Response Rates (Questionnaires)
Sampling
Sampling techniques
School Schedules
Schools, Pharmacy
Student Personnel Services
Student Surveys
Surveys
Surveys and Questionnaires
Total Quality Management
United States
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Description
Summary:Although the American Association of Colleges of Pharmacy (AACP) Curriculum Quality Surveys (CQS) are required for programs to distribute and utilize as part of accreditation standards, programs face challenges in survey administration and timing, interpreting data and results, and following up on action plans. Because the CQS surveys are standardized, they can allow for greater comparison among institutions, yet interpretation of the items can vary considerably. Programs have flexibility in determining samples for administration and timing of administration (ie, number of years), but some participants (such as preceptors) can suffer from survey overload if multiple institutions administer in the same year. Determining thresholds for action and providing feedback to stakeholders on improvements made based on data triangulations can be daunting. These are a few of the elements that programs must consider when determining their own approach to the AACP CQS. Thus, the purpose of this Commentary is to describe good practices for using the AACP CQS, discuss challenges associated with the surveys, and recommend how to move the utilization of the surveys from good to great.
ISSN:0002-9459
1553-6467
DOI:10.5688/ajpe9004