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Updated: Jul 14, 2026

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

A project management approach to an ACPE accreditation self-study.

Angela Dominelli¹, Susan L Iwanowicz, George R Bailie

¹Albany College of Pharmacy, USA.

American Journal of Pharmaceutical Education

|May 30, 2007

Summary

Project management techniques streamlined the Albany College of Pharmacy self-study for accreditation. This approach ensured timely completion with minimal disruption, offering valuable lessons for future academic evaluations.

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Last Updated: Jul 14, 2026

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

Area of Science:

Pharmaceutical Education
Project Management in Academia

Background:

Albany College of Pharmacy (ACP) prepared for an on-site evaluation by the American Council on Pharmaceutical Education (ACPE).
A comprehensive self-study was required for the accreditation process.

Purpose of the Study:

To evaluate the effectiveness of project management techniques in completing the ACPE self-study.
To identify lessons learned for future academic self-study processes.

Main Methods:

Employed a project lifecycle approach (planning, production, turnover) managed by a Self-Study Steering Committee.
Maintained a log of project functions, noting successes and areas for improvement.
Collected community feedback via a post-study survey to assess the project management approach.

Main Results:

The self-study process was completed on schedule with minimal disruption to college operations.
Feedback and committee logs provided data for identifying lessons learned.
The project management approach was deemed effective for the self-study.

Conclusions:

Project management offers a structured methodology for academic self-studies and accreditation processes.
Continuous logging and feedback are crucial for refining project management strategies in higher education.
Lessons learned from this self-study can inform future accreditation endeavors at ACP and similar institutions.