Jacqueline M Zeeman1, Bradford L Wingo2, Wendy C Cox3. 1. UNC Eshelman School of Pharmacy, University of North Carolina at Chapel Hill, Chapel Hill, NC, United States. Electronic address: jackie_zeeman@unc.edu. 2. UNC Eshelman School of Pharmacy, University of North Carolina at Chapel Hill, Chapel Hill, NC, United States. Electronic address: brad_wingo@unc.edu. 3. UNC Eshelman School of Pharmacy, University of North Carolina at Chapel Hill, Chapel Hill, NC, United States. Electronic address: wendy_cox@unc.edu.
Abstract
BACKGROUND AND PURPOSE: To identify student perceptions associated with a learner-centered, multi-stage, flipped, new student orientation for a doctor of pharmacy (PharmD) program. EDUCATIONAL ACTIVITY AND SETTING: First-year PharmD students over three years (2012-2014) were engaged in a two-phase learner-centered orientation process designed to allow students to customize the transition experience. After orientation, students completed a survey to assess programming and their perceptions of readiness to begin the PharmD program. Utilizing student feedback, the orientation program evolved each year to better meet the needs of incoming students. FINDINGS: In 2014, 78.9% of students felt confident in their ability to transition to the PharmD program after orientation, an increase from 55.7% in 2012 when the changes in orientation were first implemented. Additionally, student perceptions of readiness to transition to the PharmD program improved each year. DISCUSSION AND SUMMARY: Implementation of a learner-centered, flipped, new student orientation may improve students' perceptions of readiness for study and decrease anxiety of transitioning to a PharmD program. Additionally, it may be an effective tool for increasing orientation program efficiency, while improving student engagement.
BACKGROUND AND PURPOSE: To identify student perceptions associated with a learner-centered, multi-stage, flipped, new student orientation for a doctor of pharmacy (PharmD) program. EDUCATIONAL ACTIVITY AND SETTING: First-year PharmD students over three years (2012-2014) were engaged in a two-phase learner-centered orientation process designed to allow students to customize the transition experience. After orientation, students completed a survey to assess programming and their perceptions of readiness to begin the PharmD program. Utilizing student feedback, the orientation program evolved each year to better meet the needs of incoming students. FINDINGS: In 2014, 78.9% of students felt confident in their ability to transition to the PharmD program after orientation, an increase from 55.7% in 2012 when the changes in orientation were first implemented. Additionally, student perceptions of readiness to transition to the PharmD program improved each year. DISCUSSION AND SUMMARY: Implementation of a learner-centered, flipped, new student orientation may improve students' perceptions of readiness for study and decrease anxiety of transitioning to a PharmD program. Additionally, it may be an effective tool for increasing orientation program efficiency, while improving student engagement.