Search research articles

ABOUT JoVE

Overview Leadership Blog JoVE Help Center

AUTHORS

Publishing Process Editorial Board Scope & Policies Peer Review FAQ Submit

LIBRARIANS

Testimonials Subscriptions Access Resources Library Advisory Board FAQ

RESEARCH

JoVE Journal Methods Collections JoVE Encyclopedia of Experiments Archive

EDUCATION

JoVE Core JoVE Business JoVE Science Education JoVE Lab Manual Faculty Resource Center Faculty Site

Terms & Conditions of Use

Related Concept Videos

Review and Preview

Review and Preview

Data are individual items of information obtained from a population or sample. Data may be classified as qualitative (categorical), quantitative continuous, or quantitative discrete. Because it is not practical to measure the entire population in a study, researchers use samples to represent the population. A random sample is a representative group from the population chosen by using a method that gives each individual in the population an equal chance of being included in the sample. Random...

Review and Preview

Review and Preview

In statistics, several tools are used to interpret the data. Measures of central tendency represent the characteristics of the data, such as mean, median, and mode. Additionally, measures of variance like standard deviation and range are used to find the spread of data from the mean. Relative standing measures the distance between data locations. Commonly used measures of relative standings are percentile, z score, and quartiles.
Percentiles are a type of fractile that partition data into...

Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation

Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation

Evaluation of the teaching process enables the nurse to determine if the patient's learning needs were met and if training was effective. If the expected outcomes are not met, the care plan is revised, and additional education or reinforcement is provided. Nurses can ask questions after the session or obtain feedback to assess the patient's understanding of the topic.
Nurses can use several methods to evaluate patient outcomes. For example, oral questions can assess cognitive learning, patient...

Self-Evaluation: Self-Enhancement and Self-Verification

Self-Evaluation: Self-Enhancement and Self-Verification

Social psychologists have documented that feeling good about ourselves and maintaining positive self-esteem is a powerful motivator of human behavior (Tavris & Aronson, 2008). In the United States, members of the predominant culture typically think very highly of themselves and view themselves as good people who are above average on many desirable traits (Ehrlinger, Gilovich, & Ross, 2005). Often, our behavior, attitudes, and beliefs are affected when we experience a threat to our...

Feedback control systems

Feedback control systems

Feedback control systems are categorized in various ways based on their design, analysis, and signal types.
Linear feedback systems are theoretical models that simplify analysis and design. These systems operate under the principle that their output is directly proportional to their input within certain ranges. For instance, an amplifier in a control system behaves linearly as long as the input signal remains within a specific range. However, most physical systems exhibit inherent nonlinearity...

Fundamentals of Nursing Process II

Fundamentals of Nursing Process II

There are several characteristics related to delivering nursing care. One vital characteristic of the nursing process is that it can be used to protect nurses and justify the provided care. Productive use of the nursing process requires the knowledge and skills of nurses to assess and solve issues. Nurses should develop and strengthen their critical thinking skills and evidence-based nursing interventions to improve their skills in formulating nursing care plans. A well-defined approach to...

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by

Same author

Leveraging design thinking to tackle contemporary admissions challenges in health professions education.

PloS one·2026

Same author

Consequences of Historical Exam Access vs Timely Exam Feedback on Knowledge Retention (CHEATER).

American journal of pharmaceutical education·2025

Same author

Redesigned Entrustable Professional Activity (EPA) Assessments Reduce Grade Inflation in the Experiential Setting.

American journal of pharmaceutical education·2024

Same author

Exploring the use of ChatGPT to analyze student course evaluation comments.

BMC medical education·2024

Same author

Pharmacy Leaders' Advice to Students Pursuing Leadership: A Qualitative Study.

Innovations in pharmacy·2024

Same author

Letter to the Editor.

American journal of pharmaceutical education·2024

Same journal

NIH-funded Institutional Training Programs in Colleges and Schools of Pharmacy.

American journal of pharmaceutical education·2026

Same journal

Responding to: July 1 Licensure Pressure for Pharmacy Residents - Why Early Licensure Matters.

American journal of pharmaceutical education·2026

Same journal

Behind the Skills Lab: A Qualitative Study of Skills Lab Faculty Workload.

American journal of pharmaceutical education·2026

Same journal

Response to "Using the ACCP Toolkit to evolve the PharmD curriculum".

American journal of pharmaceutical education·2026

Same journal

Response to Johnson & Smith, Jozefczyk, and Posen et al. Regarding "Stop Pressuring Pharmacy Residents to be Licensed by July 1".

American journal of pharmaceutical education·2026

Same journal

Influence of Board-Certified Preceptors on Pharmacy Students' Intention to Pursue Specialty Certification.

American journal of pharmaceutical education·2026

See all related articles

Search research articles

Related Experiment Video

Updated: May 17, 2026

Qualitative and Quantitative Validation of Tools with Rating Scales Aimed at Assessing the Quality of University Service-Learning

Qualitative and Quantitative Validation of Tools with Rating Scales Aimed at Assessing the Quality of University Service-Learning

Published on: August 29, 2025

Development of a course review process.

Adam M Persky¹, Pamela U Joyner, Wendy C Cox

¹Division of Pharmacotherapy and Experimental Therapeutics, School of Pharmacy, The University of North Carolina at Chapel Hill, Chapel Hill, NC 27599, USA. apersky@unc.edu

American Journal of Pharmaceutical Education

|October 11, 2012

Summary

This summary is machine-generated.

A new course review process for pharmacy programs improved course quality. The objective and effective method enhanced learning outcomes and received positive feedback from reviewers and directors.

Keywords:

assessment course evaluations course review curriculum instructional methods

More Related Videos

Improving Student Outcomes with an Adaptable Molecular Cloning Course-Based Undergraduate Research Experience

Improving Student Outcomes with an Adaptable Molecular Cloning Course-Based Undergraduate Research Experience

Published on: November 15, 2024

Related Experiment Videos

Last Updated: May 17, 2026

Qualitative and Quantitative Validation of Tools with Rating Scales Aimed at Assessing the Quality of University Service-Learning

Qualitative and Quantitative Validation of Tools with Rating Scales Aimed at Assessing the Quality of University Service-Learning

Published on: August 29, 2025

Improving Student Outcomes with an Adaptable Molecular Cloning Course-Based Undergraduate Research Experience

Improving Student Outcomes with an Adaptable Molecular Cloning Course-Based Undergraduate Research Experience

Published on: November 15, 2024

Area of Science:

Pharmacy Education
Curriculum Development
Quality Improvement

Background:

Enhancing the quality of pharmacy education is crucial.
Systematic review processes are essential for curriculum development.

Purpose of the Study:

To describe and assess a novel course review process.
To evaluate its effectiveness in improving course quality within a Doctor of Pharmacy (PharmD) program.

Main Methods:

A structured course review process was implemented for required PharmD courses.
A rubric assessed course layout, learning outcomes, assessment, resources, and learner interaction.

Main Results:

30 courses were reviewed, with an average of 3.5 recommendations per course.
Improvements were noted in course evaluation items related to learning outcomes.
95% of reviewers and 85% of course directors found the process objective and important.

Conclusions:

The implemented course review process proved objective and effective in enhancing pharmacy course quality.
Future research will focus on continuous, integrated review processes for sustained quality improvement in pharmacy education.