Pharmacy, Health Sciences & Exercise Science
An Evaluation of Teaching Certificate Program Websites and Concurrent Modification of the Indiana Pharmacy Resident Teaching Certificate Program (IPTeC) Website
Document Type
Oral Presentation
Location
Indianapolis, IN
Subject Area
Pharmacy, Health Sciences & Exercise Science
Start Date
10-4-2015 11:30 AM
End Date
10-4-2015 12:00 PM
Sponsor
Darin Ramsey, Tracy Sprunger (Butler University)
Description
Background: Teaching Certificate Programs, or Teaching and Learning Curriculums (TLC), are programs that offer PGY1 and PGY2 pharmacy residents training in teaching skills. TLC programs serve to prepare students for clinical and academic roles focused on teaching. The Indiana Pharmacy Resident Teaching Certificate Program seeks to improve their current website in content and user-friendliness, and aims to use other TLC websites/programs and existing guidelines to modify their current website. The objective of this study is to critically evaluate TLC program websites around the United States in order to modify IPTeC's own website based upon these assessments.
Methods: A rubric was designed to evaluate website content as it relates to current American College of Clinical Pharmacy and American Association of Colleges of Pharmacy recommendations, as well as website design based on the US Department of Health and Human Services guidelines for web design. The rubric used a 4-grade scale for many of the factors evaluated, and a yes/no scale for the remaining factors.
Results: Seventy-three total TLC programs were found using a Google web search and the AACP website, of which only twenty-eight were suitable to be evaluated. In the content portion of the evaluation, the median and mode total score were 44 out of a possible 70 points. The webpage design portion had a median score of 25 and a mode score of 24 out of a possible 36. The most common lacking content recommendations were: self-reflective statement, teaching mentors, multiple learning styles, and patient case development. The FAQ page was the most common low-scoring web design recommendation.
Conclusion: Most websites related to TLC program information show non-adherence to recommendations in similar areas. These websites score above-average in both content and web design, and this information can be used to modify IPTeC's current website to improve upon its own model.
An Evaluation of Teaching Certificate Program Websites and Concurrent Modification of the Indiana Pharmacy Resident Teaching Certificate Program (IPTeC) Website
Indianapolis, IN
Background: Teaching Certificate Programs, or Teaching and Learning Curriculums (TLC), are programs that offer PGY1 and PGY2 pharmacy residents training in teaching skills. TLC programs serve to prepare students for clinical and academic roles focused on teaching. The Indiana Pharmacy Resident Teaching Certificate Program seeks to improve their current website in content and user-friendliness, and aims to use other TLC websites/programs and existing guidelines to modify their current website. The objective of this study is to critically evaluate TLC program websites around the United States in order to modify IPTeC's own website based upon these assessments.
Methods: A rubric was designed to evaluate website content as it relates to current American College of Clinical Pharmacy and American Association of Colleges of Pharmacy recommendations, as well as website design based on the US Department of Health and Human Services guidelines for web design. The rubric used a 4-grade scale for many of the factors evaluated, and a yes/no scale for the remaining factors.
Results: Seventy-three total TLC programs were found using a Google web search and the AACP website, of which only twenty-eight were suitable to be evaluated. In the content portion of the evaluation, the median and mode total score were 44 out of a possible 70 points. The webpage design portion had a median score of 25 and a mode score of 24 out of a possible 36. The most common lacking content recommendations were: self-reflective statement, teaching mentors, multiple learning styles, and patient case development. The FAQ page was the most common low-scoring web design recommendation.
Conclusion: Most websites related to TLC program information show non-adherence to recommendations in similar areas. These websites score above-average in both content and web design, and this information can be used to modify IPTeC's current website to improve upon its own model.