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The document summarizes continuous quality improvement (CQI) actions, including interventions from root-cause analysis, curriculum and assessment changes for MPJE preparation, and committee recommendations for longitudinal reinforcement. 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(CQI) Actions |\n| --- | --- | --- | --- | --- | --- |\n| P1. COP produces competent entrylevel pharmacists | a. First-time NAPLEX pass rates are at or above the national and peer average | NAPLEX | 67.4%(COP 2024) Nat'l avg: 75.7% | Needs\u003Cbr>Improvement | Substantial improvement compared to last year (56 .3% to 67.4%) . Interventions from root cause analysis (early 2024) will take 1-3 years to fully impact NAPLEX pass rates. |\n|  | b. First-time NAPLEX pass rate rank is tracked among competitor school | NAPLEX | UIC 85.4% Concordia 81.6% MCW 72.7% RFU 67.4% Midwestern 67.0% Roosevelt 63.9% CSU 47.6% | Track Only | - |\n|  | c. The percent of students meeting or exceeding the minimum NAPLEX domain performance necessary to demonstrate competency is tracked annually | NAPLEX calendar year report-Table 5 | COP 2024: Domain 1 (interpret data): 74% Domain 2 (drug characteristics): 83%\u003Cbr>Domain 3 (treatment plans): 70% Domain 4 (calculations): 48% Domain 5 (compound/dispense):\u003Cbr>72%\u003Cbr>Domain 6 (med use systems): 61% | Track Only | - |\n\n\n| Outcome | Threshold | Methodologies | Summer 2024 | Achieved or Needs Improvement | Summary of Continuous Quality Improvement (CQI) Actions |\n| --- | --- | --- | --- | --- | --- |\n|  | d. First-time MPJE pass rates are at or above the in-state average | MPJE | 53.3%(COP 2024) IL in-state avg: 60.8% | Needs\u003Cbr>Improvement | Multiple changes have been made to the P4 Practical Approaches to Professional Development course related to MPJE preparation; the Assessment & Evaluation Committee met and provided 7 recommendations to the law course director related to longitudinal reinforcement throughout the curriculum, expanding a MPJE-like question bank, and other areas. |\n| P2. COP is active in national/international professional Pharmacy associations | a. 80% of COP faculty attend at least one professional pharmacy meeting annually, excluding faculty \u003C 0.5 FTE or Research Professors | Departmental\u003Cbr>annual report | 76% | Needs\u003Cbr>Improvement | Reduced travel for meetings was due to budgetary constraints and personal reasons for not traveling. |\n|  | b. 25% of COP faculty hold leadership or committee-level positions in a professional pharmacy association | Faculty productivity model | 48% | Achieved | - |\n|  | c. 60% of students are members of local or national pharmacy associations | Office of Student\u003Cbr>Life | 62% | Achieved | - |\n| P3. COP is active in service to the Pharmacy profession | a. 50% of the COP faculty participate in professional activities representing COP outside of the college (e.g. delivering CE, consultation with other schools/ programs, national exam development, service-related presentations, poster presentations, etc.) | Faculty productivity model | 72% | Achieved | - |\n\n\n| Outcome | Threshold | Methodologies | Summer 2024 | Achieved or Needs Improvement | Summary of Continuous Quality Improvement (CQI) Actions |\n| --- | --- | --- | --- | --- | --- |\n| P4. COP has an effective Student Advising program | a. At least 90% of students \"agree\" or\"strongly agree\" with the end-ofquarter question, \"Access to my faculty advisor is adequate for my needs\" | End of Quarter\u003Cbr>Survey | P1: 100%\u003Cbr>P2: 95%\u003Cbr>P3: 98% | Achieved | - |\n|  | b. Student:advisor ratio is less than or equal to 10:1 | Office of Student\u003Cbr>Affairs | 6.0 | Achieved | - |\n| P5. COP promotes active research and scholarship | a. The scholarly output of the college, as measured by the faculty productivity model is maintained or increased annually | Faculty Productivity\u003Cbr>Model | 275.2% FTE among 25 faculty (median 8.2%) | Achieved | - |\n|  | b. The sum of new and continuing grants is tracked annually | AACP Funded Research Grant Institution Tables | Total: $204,750 3-yr avg: $213,500 3 funded investigators (AACP FY23 data) | Track Only | - |\n|  | c. The total number of grants applied for is tracked ","cbCair4NamQ9N9Ck","https://ap.wps.com/l/cbCair4NamQ9N9Ck","pdf",213814,"English","# Outcomes and thresholds\n## COP competency and licensure performance\n## Faculty, student engagement, and service\n## Advising and student support\n## Research, scholarship, and grants\n## A&E plan data collection and CQI process","[{\"question\":\"Which licensure outcomes are monitored for first-time pass performance?\",\"answer\":\"The program tracks first-time NAPLEX pass rates relative to national and peer averages, and first-time MPJE pass rates relative to the in-state average.\"},{\"question\":\"How does the document describe the approach to continuous quality improvement actions?\",\"answer\":\"CQI actions are linked to measurable thresholds and methodologies, including root-cause analysis interventions, ad hoc holistic reviews of the A\\u0026E plan, and committee-driven recommendations to refine curriculum and assessment.\"},{\"question\":\"What student support and advising metrics are reported?\",\"answer\":\"The document reports end-of-quarter survey agreement levels regarding access to a faculty advisor, and a student-to-advisor ratio at or below 10:1.\"}]","COP 2024-2025 Program Assessment - Summary of Continuous Quality Improvement (CQI) Actions | PDF"]