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Design and evaluation of a two-phase learner-centered new student orientation program.

Jacqueline M Zeeman1, Bradford L Wingo1, Wendy C Cox1

  • 1UNC Eshelman School of Pharmacy, University of North Carolina at Chapel Hill, Chapel Hill, NC, United States.

Currents in Pharmacy Teaching & Learning
|May 26, 2018
PubMed
Summary
This summary is machine-generated.

A learner-centered, flipped new student orientation improved pharmacy students' readiness and confidence for their Doctor of Pharmacy (PharmD) program. This approach enhanced student engagement and program efficiency over three years.

Keywords:
Flipped classroomLearner-centeredOrientationTeaching

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Area of Science:

  • Pharmacy Education
  • Student Affairs
  • Higher Education Pedagogy

Background:

  • Implementing a learner-centered, multi-stage, flipped new student orientation for a Doctor of Pharmacy (PharmD) program.
  • The orientation aimed to customize the transition experience for first-year PharmD students.
  • Student feedback guided program evolution over three academic years (2012-2014).

Purpose of the Study:

  • To identify student perceptions of a learner-centered, flipped new student orientation.
  • To assess student readiness and confidence in transitioning to the PharmD program.
  • To evaluate the effectiveness of an evolving orientation program.

Main Methods:

  • First-year PharmD students participated in a two-phase, learner-centered orientation.
  • Post-orientation surveys assessed student perceptions of readiness and program satisfaction.
  • The orientation program was iteratively improved based on student feedback annually.

Main Results:

  • Student confidence in transitioning to the PharmD program increased significantly, from 55.7% in 2012 to 78.9% in 2014.
  • Perceptions of readiness to transition to the PharmD program showed year-over-year improvement.
  • The program demonstrated increased student engagement and orientation efficiency.

Conclusions:

  • A learner-centered, flipped orientation enhances PharmD students' perceived readiness and reduces transition anxiety.
  • This pedagogical approach is effective in improving student engagement and orientation efficiency.
  • Iterative program development based on student feedback is crucial for optimizing new student orientation.