Presentation Title
Participation in a Co-Curricular Program Designed to Address CAPE Outcomes Domain 4
Speaker Credentials
Assistant Professor
Speaker Credentials
PharmD
College
College of Pharmacy
Location
Nova Southeastern University, Davie, Florida, USA
Format
Poster
Start Date
16-2-2018 12:15 PM
End Date
16-2-2018 1:15 PM
Abstract
Objective: To evaluate student participation in a co-curricular program designed to address CAPE Outcomes-2013. Background: Pharmacy accreditation standards include CAPE Outcomes that describe student maturation in specified areas as well as a co-curricular program to expose students to various areas of practice. Method: A Professional Development Checklist (PDC) was created using CAPE Outcomes subdomains of self-awareness, leadership, innovation/entrepreneurship, professionalism in addition to university stewardship to structure learning experiences. Specific activities were assigned to each category to provide students a guide for selecting experiences. P1 students were required to complete 6 co-curricular experiences; two in Professionalism, one in University Stewardship and three from any category. Participation in co-curricular activities was assessed using data collected from the PDC documentation form submitted at the end of 2016 fall semester. Participation rate was determined by counting the number of completed experiences within categories. Results: 191 students submitted completed forms. Collectively students completed 1147 co-curricular experiences, a mean of 6 experiences/student in 4 of 5 PDC categories. 112 students (59%) completed 6 activities, 36 (19%) completed more and 43 (22%) completed less. 43% of all experiences were in the Professionalism category followed by Self-awareness (20%), University Stewardship (19%), Leadership (15%), and Innovation/entrepreneurship (3%) categories. Attending a college sponsored event (99%), leadership training (85%), or self-improvement seminar/event (64%) were the most frequently chosen elective experiences. Conclusion: Students appear to select easily achievable co-curricular activities. Encouraging new activities is enhanced by a PDC, but more stringent limitations are necessary to attract students to unfamiliar experiences. Grants: None
Participation in a Co-Curricular Program Designed to Address CAPE Outcomes Domain 4
Nova Southeastern University, Davie, Florida, USA
Objective: To evaluate student participation in a co-curricular program designed to address CAPE Outcomes-2013. Background: Pharmacy accreditation standards include CAPE Outcomes that describe student maturation in specified areas as well as a co-curricular program to expose students to various areas of practice. Method: A Professional Development Checklist (PDC) was created using CAPE Outcomes subdomains of self-awareness, leadership, innovation/entrepreneurship, professionalism in addition to university stewardship to structure learning experiences. Specific activities were assigned to each category to provide students a guide for selecting experiences. P1 students were required to complete 6 co-curricular experiences; two in Professionalism, one in University Stewardship and three from any category. Participation in co-curricular activities was assessed using data collected from the PDC documentation form submitted at the end of 2016 fall semester. Participation rate was determined by counting the number of completed experiences within categories. Results: 191 students submitted completed forms. Collectively students completed 1147 co-curricular experiences, a mean of 6 experiences/student in 4 of 5 PDC categories. 112 students (59%) completed 6 activities, 36 (19%) completed more and 43 (22%) completed less. 43% of all experiences were in the Professionalism category followed by Self-awareness (20%), University Stewardship (19%), Leadership (15%), and Innovation/entrepreneurship (3%) categories. Attending a college sponsored event (99%), leadership training (85%), or self-improvement seminar/event (64%) were the most frequently chosen elective experiences. Conclusion: Students appear to select easily achievable co-curricular activities. Encouraging new activities is enhanced by a PDC, but more stringent limitations are necessary to attract students to unfamiliar experiences. Grants: None