Efficacy of formative evaluation using a focus group for a large classroom setting in an accelerated pharmacy program

Area of Science:

• Educational Psychology
• Communication Studies

Background:

• Formative evaluation enhances student-faculty communication but faces implementation challenges in large classes.
• Mediated formative evaluation offers a potential solution for improving classroom dynamics.

Purpose of the Study:

• To assess the viability of student-led focus groups for improving instructor-student communication.
• To evaluate the impact of focus groups on time management and concept understanding in large lecture settings.

Main Methods:

• A focus group model was implemented with student representatives from different class sections.
• Representatives collected and submitted student questions to the instructor multiple times daily.
• A 15-question survey, including Likert scale, yes/no, and open-ended questions, was administered to assess effectiveness.

Main Results:

• 93.3% of students reported increased likelihood to ask questions for understanding.
• 95.5% of students experienced better comprehension of difficult concepts via the focus group.
• Students felt less intimidated asking questions through the focus group compared to the whole class.

Conclusions:

• Student-led focus groups are a valuable addition to communication strategies in large classrooms.
• This approach enhances student understanding and encourages timely question-asking without disrupting class flow.
• Focus groups provide an accessible alternative for students in large lecture environments.