Retooling the Remediation Process: An Overview of One School's Process Overhaul.

OBJECTIVE: This article describes the process of review and modification of a Doctor of Pharmacy didactic course remediation process. A highlight of the new process includes early intervention with a Learning Specialist, creating the opportunity for students to address learning issues earlier in the courses. METHODS: Review of past remediation processes, student success, and pertinent literature related to remediation processes to allow for a new remediation process that supports students' learning and success. RESULTS: Creation of a new 2-phase process, including an early intervention and remediation process. The process includes a Learning Specialist position to focus on learning and barriers to academics. Remediation opportunities focus on proficiency in specific areas for each course. CONCLUSION: The new remediation policy provides greater support to students through the Learning Specialist. The new policy helps students connect with resources earlier in the program and provides multiple opportunities for assisting students during the semester. Over the past 4 years, the Learning Specialist has met with an average of 73 individual students per semester, while only an average of 25 students in the didactic portion of the curriculum (year 1-3) require remediation each semester.

Applying Visual Research Methods in Pharmacy Education.

Objective. To explore the use of a qualitative visual research method, analysis of Lifenets, to understand students' conceptions of their social and material worlds. Methods. The Lifenet View model and drawing exercise invites students to create a cognitive map of the self in social and material contexts. Ninety-five undergraduate students enrolled in an online undergraduate human development course created Lifenet drawings depicting their connections to people, places, and things at two points in time: the present and the distant future. They also wrote essays describing their drawings. Researchers used an inductive analytical process to identify patterns in the set of drawings, developing a coding taxonomy used to systematically analyze the data. Results. Results offered insights into participants' current self-perceptions and their expectations for the future. Analysis of Lifenets allowed researchers to document and gain insight into participants' perspectives on their current relationships, career aspirations, and assumptions about aging. While students often depicted strong ties to family, friends, and religious entities, few students expressed ties to the secular institutions that define civic and professional life. Conclusion. The Lifenet View exercise may provide instructors with a way to better understand students' social circumstances and to identify and address specific gaps in the professional education curriculum. Use of the Lifenet View exercise in the pharmacy curriculum could provide valuable opportunities for career exploration and expanded cultural awareness of self and others.