Articles Assessment of Pharmacy Graduates’ Educational Outcomes 1 Ana C. Quinones and Holly L. Mason 2 School of Pharmacy and Pharmacal Sciences, Purdue University, West Lafayette IN 47907-1335 The purpose of this project was to develop a model for a self-reported assessment of achievement of educational outcomes identified in AACP’s Background Paper II. The following areas were addressed: (i) preparation for demonstrating 10 occupational skills; (ii) preparation/encouragement to acquire 30 educa- tional outcomes; and (iii) identification of differences in occupational skills or educational outcomes when analyzed by year of graduation and entry-level degree. A seven-page questionnaire was mailed to 770 potential respondents from five entire graduating classes for one school of pharmacy (Purdue University). A response rate of 66.3 percent was obtained. Preparation for most occupational skills and educational outcomes was rated above the 1-4 scale midpoint. In general, more recent graduates and those with a BS degree (vs. PharmD) provided higher item ratings. This assessment of students’ outcomes has provided baseline information for the future refinement of the School’s educational programs. This approach can serve as a model for other schools’ assessment programs. INTRODUCTION The assessment of students’ educational outcomes is an essential part of any school of pharmacy’s evaluation pro- gram. Relating assessment to well-defined curricular out- comes is one of the issues currently being addressed by the American Association of Colleges of Pharmacy (AACP). The American Association of Colleges of Pharmacy Com- mission to Implement Change in Pharmaceutical Education developed a series of papers which provide definitive rec- ommendations “to assist pharmaceutical education strate- gic planning activities (1).” One component of the Commission’s efforts, Background Paper II, specifies ex- amples of general and professional curricular outcomes necessary for pharmacy graduates to be effective in provid- ing pharmaceutical care. These outcomes are based, in part, on the principles of liberal or humanist education. It is suggested that basic liberal education principles be included in professional curricula to help assure that pharmacy gradu- ates are prepared to become “educated citizens and con- tributors to the community in broad ways (1).” Information is lacking on the degree to which pharma- ceutical education enables students to develop the knowl- edge, skills, perspectives, and habits which are necessary for students to become effective professionals. Pharmacists’ self-evaluation of learned concepts and skills as they relate to their daily practice is fundamental for the development of curricula that are responsive to practitioners’ needs. This paper is based on the premise that graduates of an educa- tional program are reasonably good judges of the extent to which their program prepared them with particular occupa- tional skills and encouraged or developed within them broad educational outcomes. As Rupp noted, “only in ret- rospect, as practitioners who are daily faced with the de- mands of their chosen practice, are they able to identify the strengths and weaknesses of their professional prepara- tion(2). “This study was designed to develop a model for a baseline assessment of achievement of educational out- comes identified in Background Paper II by surveying gradu- ates of a single program. It is believed this model approach would provide useful data and be applicable for any school of pharmacy implementing the recommendations of Back- ground Paper II. Educational Outcome Focus Development The Argus Commission was established in 1978 to analyze, evaluate, and bring to attention issues of relevance to the American Association of Colleges of Pharmacy (AACP). The 1988 Argus Commission Report centers on “the problem of assessment and its relationship to the current status of pharmacy education(3).” It recommended the study of outcome measures that evaluate factors perti- nent to graduates’ proficiency as professionals and citizens, and the creation of a recommended assessment approach for use by the schools of pharmacy. In its report for 1988-1989, AACP’s Academic Affairs Committee urged its membership to “a long-term commit- ment for the renewal of pharmacy education (4).” Again, outcome abilities indicative of a well-educated professional, and the assessment of students’ progress and curriculum effectiveness were key concerns. The Argus Commission and AACP’s Academic Affairs Committee laid the groundwork for AACP’s recommenda- tions issued by the Commission to Implement Change in Pharmaceutical Education. This Commission was appointed in July, 1989 with the task of developing recommendations to guide the future of pharmaceutical education. These recommendations are contained in a series of background papers which have been endorsed for implementation by AACP member schools. The Commission expects these papers will be used by schools and colleges of pharmacy as an aid “in evaluating and refining existing educational ef- forts and in designing and implementing new educational endeavors (5).” 1 Presented, in part, as a poster at the 1993 Annual Meeting of the American Association of Colleges of Pharmacy, San Diego CA, July 13, 1993. 2 Corresponding author. American Journal of Pharmaceutical Education Vol. 58, Summer 1994 131