Design and evaluation of a two-phase learner-centered new student orientation program

Abstract

Background and purposeTo identify student perceptions associated with a learner-centered, multi-stage, flipped, new student orientation for a doctor of pharmacy (PharmD) program. Educational activity and settingFirst-year PharmD students over three years (2012–2014) were engaged in a two-phase learner-centered orientation process designed to allow students to customize the transition experience. After orientation, students completed a survey to assess programming and their perceptions of readiness to begin the PharmD program. Utilizing student feedback, the orientation program evolved each year to better meet the needs of incoming students. FindingsIn 2014, 78.9% of students felt confident in their ability to transition to the PharmD program after orientation, an increase from 55.7% in 2012 when the changes in orientation were first implemented. Additionally, student perceptions of readiness to transition to the PharmD program improved each year. Discussion and summaryImplementation of a learner-centered, flipped, new student orientation may improve students’ perceptions of readiness for study and decrease anxiety of transitioning to a PharmD program. Additionally, it may be an effective tool for increasing orientation program efficiency, while improving student engagement.