Pharmacy student focus groups for formative evaluation of the learning environment.
OBJECTIVE
To develop a student focus group process for formative evaluation of the learning environment in a college of pharmacy.


METHODS
Student focus groups were formed and met from fall 2002 to spring 2006. During spring 2005, student cohorts (first- through third-professional years) were surveyed and anecdotal evidence about the process was gathered from faculty members.


RESULTS
Student opinions about the effectiveness of the focus groups were fairly positive, with 59% to 87% agreeing that the process allowed students to communicate effectively with faculty members. The main problems identified were lack of communication between focus group members and the student body, and the lack of response by some faculty members to student concerns. Based on anecdotal evidence, faculty members agreed that the process encouraged student development but was less useful for pedagogical issues.


CONCLUSIONS
Focus groups can be an effective way of providing feedback to faculty members and students about the classroom learning environment if students are trained to give appropriate feedback and professors are supported in responding to student input.
Bhavsar
Victoria Mundy
VM
University of Kentucky Teaching and Academic Support Center, USA.
Bird
Eleanora
E
Anderson
Heidi M
HM
D004512:Education, Pharmacy / Q000379:methods / Q000592:standards*; D005178:Faculty / Q000592:standards; D017144:Focus Groups / Q000379:methods / Q000592:standards*; D006801:Humans; D007858:Learning; D015397:Program Evaluation / Q000379:methods / Q000592:standards*; D013339:Students, Pharmacy