This is the sixth post in the Scholarly Teaching Series. Building off the work of Richlin (2001), we will highlight various projects at the MN-COP to illustrate each step in the Scholarly Teaching process.
If you remember, this whole process started with Observing a Problem or Opportunity and Documenting the Baseline. From there, you Consulted Literature and Chose and Applied an Intervention. Finally, you have Conducted Systematic Observations and Documented those Observations. Now we get to Analyze the Results.
Step 6, Analyze Results, is an opportunity to take all the data you have gathered and documented and look at it comprehensively. When you are analyzing results, you take a big picture view and come to conclusions regarding your data.
Practice-Education-Dialogue in Pharmacy (PED-Rx)
The PED-Rx event series is an opportunity to bring together students and practitioners for memorable, engaging and meaningful conversation on a contemporary issue in pharmacy. The PED-Rx event consists of three speakers giving a TED-like presentation with each followed by roundtable discussions between a pharmacist facilitator and 7-8 pharmacy students.
The PED-Rx event series is a relatively new endeavor at the MN-COP, so its organizers wanted to evaluate the success and determine continue to improve the series. The speakers, pharmacist facilitators, and students all provided input in the form of rating scale and open-ended questions administered as a post-event survey. Dr. Todd Sorensen, PED-Rx project lead, stated:
We had many different groups of people coming together to participate in this event – students, pharmacists, speakers – and we wanted to hear from all of them. Was there consensus around what was the most beneficial aspect of the event? Did each set of participants see value in discussing current issues in pharmacy in this non-traditional way? We found both students and pharmacist facilitators felt the PED-Rx event contributed to the development of the entire pharmacy community, those at the MN-COP and those in practice.
The Connection to Your Work
Obviously, the process for analyzing results depends on the type of observations, or data, collected. For those working with quantitative ratings, Currents in Pharmacy Teaching and Learning recently published a guide to analyzing Likert and other rating scale data. Read more here. For qualitative data (e.g. student comments, student work products, written faculty observations), many resources exist for Content Analysis or Thematic Analysis, as well as advice for reporting.
The Wulling Center is available to partner with MN-COP faculty on projects related to the Scholarship of Teaching and Learning, including methods for analyzing results. It is important to have an idea for how you will analyze results when you are choosing the intervention and planning the observations to be documented. So, if you are able, reach out for help with your project early in the process.
For more information:
Project Lead: Todd Sorensen, Pharm.D.
Additional Team Members: Claire Kolar, Pharm.D. and Kristin Janke, Ph.D.
Richlin, L. (2001). Scholarly Teaching and the Scholarship of Teaching. New Directions for Teaching and Learning, 2001(86), 57–68.