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dc.contributor.advisorHale, LaDonna S.
dc.contributor.advisorDrassen Ham, Amy
dc.contributor.authorBocchi, Erica
dc.contributor.authorLee, Nathan
dc.contributor.authorSander, Teal
dc.identifier.citationBocchi, Erica, Lee, Nathan, & Sander, Teal. 2016. A novel approach to program assessment. --In Proceedings: 12th Annual Symposium on Graduate Research and Scholarly Projects. Wichita, KS: Wichita State University, p. 27
dc.descriptionPresented to the 12th Annual Symposium on Graduate Research and Scholarly Projects (GRASP) held at the Heskett Center, Wichita State University, April 29, 2016.
dc.descriptionResearch completed at Department of Physician Assistant, College of Health Professions and Department of Public Health Sciences, College of Health Professions
dc.description.abstractEffective academic program review and quality improvement initiatives begin with a robust, systematic evaluation process. Integrating qualitative and quantitative data in program evaluation can yield insights that neither approach would produce on its own. Most programs rely on surveys and anecdotal feedback to steer improvement initiatives. Such feedback tends to require fewer resources; however, a well-conducted, structured focus group can uncover deeper insights into desired topics from a targeted audience. This descriptive project provides instruction for planning and conducting a focus group, analyzing data, and interpreting findings for program review and accreditation. We compare and contrast data obtained from a survey (n=70) and focus group (n=8) of health care providers and hospital administrators who supervise second-year physician assistant students during clinical practice experiences to demonstrate the rich feedback obtained when using both evaluation methods.
dc.description.sponsorshipGraduate School, Academic Affairs, University Libraries, Regional Institute on Aging
dc.publisherWichita State University
dc.relation.ispartofseriesv. 12
dc.titleA novel approach to program assessment
dc.rights.holderWichita State University

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