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The report defines distance-education delivery status and provides student learning outcomes mapped to measurable performance indicators. It outlines assessment timing across professional years (P1–P4) and sets program targets for learner breadth and depth, educator roles, communication competency, patient-centered care, specialization areas, and analytical thinking through standardized evaluations and course-anchored assessments.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/graduate-professional-programs-annual-performance-report/294447/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/graduate-professional-programs-annual-performance-report/294447.png","ImageObject",300,407,{"name":92,"@type":93},"Anda","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-27","2026-09-17",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",13,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"Who submitted the annual performance report and for which program?","Question",{"text":113,"@type":114},"The report was submitted by Katie Ronald for the School of Pharmacy’s Graduate & Professional Programs.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How is distance education defined and how does this program deliver instruction?",{"text":118,"@type":114},"Distance education is defined as instruction delivered to separated students using technologies with regular and substantive interaction, synchronously or asynchronously. The program is taught entirely online, meeting the definition and delivery requirement.",{"name":120,"@type":111,"acceptedAnswer":121},"What types of assessments and targets are used to evaluate student learning outcomes?",{"text":122,"@type":114},"The report uses performance-based assessments, course-based measures, oral communication assessments, research/SoTL or business plan evaluations, SOAP-note style analytical checklist items, and APPE/IPPE rotation assessments. Each measure is paired with timing by professional year and explicit target thresholds for meeting or exceeding expectations.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},294447,1789687089,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":130,"read_time":145,"preview_page_count":4},962075006959,"https://ap-avatar.wpscdn.com/avatar/e0002397efbe92a78e?_k=1776741047341049297","Annual Performance Report  \nGraduate & Professional Programs  \nDepartment/Program: School of Pharmacy Date submitted: 12/15/2022  \nPerson(s) submitting report: Katie Ronald This program:  \n  is taught entirely online  \n  is at least 50%(of the program) taught by distance education X utilizes distance education, but this is less than 50% of the program   does not have any online courses  \n(Distance education is defined by the Higher Learning Commission as: “education that uses one or more of the technologies…to deliver instruction to students who are separated from the instructor and to support regular and substantive interaction between the students and the instructor, either synchronously or asynchronously”  \n[https://www.hlcommission.org/Monitoring/distance-delivery.html](https://www.hlcommission.org/Monitoring/distance-delivery.html))  \nSTUDENT LEARNING (Questions 1 – 6)  \n\n| SIUE’s Goals of Graduate Student Learning | Program Student Learning Outcomes* | Performance indicator or measure | When the measure is assessed | Program Target |\n| --- | --- | --- | --- | --- |\n|  | Pharmacy Program |  |  |  |\n|  | 1.1 Learner:[1 .1. 1; 1.1.2; 1.1.3] | PCOA | Spring of 3rd professional year | th\u003Cbr>>50 percentile of national benchmark |\n|  |  | NAPLEX | Following the 4th\u003Cbr>professional year | Above the current national average pass rate |\n| Demonstrate Breadth and Depth of Knowledge in the Discipline | Pharmacy Education Specialization |  |  |  |\n|  | Demonstrate understanding of what is expected of a teacher and student. | PHEL 760E – Teaching Philosophy Statement\u003Cbr>[Appendix IX] | Fall P3 year | >95% of students meet or exceed expectations |\n|  | Pediatric Specialization |  |  |  |\n|  | Demonstrate knowledge of key pharmacotherapy topics specific to pediatric patients and caregivers | PHEL 765E –\u003Cbr>Formal case presentation (Topic section of assessment) [Appendix X] | Fall P3 year | >90% of students meet or exceed expectations |\n|  | Acute Care Specialization |  |  |  |\n|  | Demonstrate knowledge of key pharmacotherapy topics specific to acute care patients and caregivers | PHEL 783E-average of 3 course quizzes\u003Cbr>[Appendix XI] | Fall P3 year | >80% of students meet expectations |\n|  |  |  |  |  |\n|  | Pharmacy Program |  |  |  |\n| Effectively Communicate | 3. 2: Educator | Performance based\u003Cbr>assessment (PBA) - Global | Spring P1 year\u003Cbr>(Patient counseling) | >90% of students meet or exceed |\n\n\n| Knowledge in the Discipline | [3 .2.5; 3.2.6] | assessment of oral communication\u003Cbr>[Appendix III] |  | satisfactory average |\n| --- | --- | --- | --- | --- |\n|  |  |  | Fall P2 year\u003Cbr>(Patient interview) | >90% of students meet or exceed satisfactory average |\n|  |  |  | Spring P3 (Average of all\u003Cbr>communication interactions) | >90% of students meet or exceed satisfactory average |\n|  | 3.6: Communication [3.6.7] | ImPaCT APPE Research/SoTL Paper or Business Plan Paper Assessment\u003Cbr>[Appendix V] | During 4th professional year | >90% meets or exceed\u003Cbr>expectations |\n|  |  | ImPaCT APPE\u003Cbr>Poster/Platform\u003Cbr>Presentation –\u003Cbr>(Oral communication section of assessment)\u003Cbr>[Appendix V] | During 4th professional year | >90% meets or exceed\u003Cbr>expectations |\n|  | 3.6: Communication [3.6.8] | Performance based assessment (PBA)– analytical checklist items specific to patient documentation)[Appendix III] | Fall P2 year\u003Cbr>(SOAP Note) | >90% students\u003Cbr>meet expectations |\n|  |  |  | Spring P3 (Medication reconciliation) | >90% student\u003Cbr>meet expectations |\n|  | 3.2 Educator:[3 .2.4; 3.2.5; .2.6]\u003Cbr>3.6: Communication [3.6.4] | IPPE – Hospital\u003Cbr>Rotation\u003Cbr>(Presentation assessment rubric)\u003Cbr>[Appendix VI] | End of P2 year | >90% meets or exceeds\u003Cbr>expectations |\n|  | 3.6: Communication | APPE – Four Core APPE rotation (Average of Communication section of 4 Core APPE rotations)\u003Cbr>[Appendix VIII] | End of P4 year | >90% meets or exceeds\u003Cbr>expectations |\n|  | Pharmacy Education Specialization |  |  |  |\n|  | Deliver learning unit using e","cbCaiqZxbOy6hJJJ","https://ap.wps.com/l/cbCaiqZxbOy6hJJJ","pdf",596254,44,"English","# Student Learning (Questions 1–6)\n## Program Student Learning Outcomes and Performance Indicators\n## Assessment Timing and Program Targets","[{\"question\":\"Who submitted the annual performance report and for which program?\",\"answer\":\"The report was submitted by Katie Ronald for the School of Pharmacy’s Graduate \\u0026 Professional Programs.\"},{\"question\":\"How is distance education defined and how does this program deliver instruction?\",\"answer\":\"Distance education is defined as instruction delivered to separated students using technologies with regular and substantive interaction, synchronously or asynchronously. The program is taught entirely online, meeting the definition and delivery requirement.\"},{\"question\":\"What types of assessments and targets are used to evaluate student learning outcomes?\",\"answer\":\"The report uses performance-based assessments, course-based measures, oral communication assessments, research/SoTL or business plan evaluations, SOAP-note style analytical checklist items, and APPE/IPPE rotation assessments. Each measure is paired with timing by professional year and explicit target thresholds for meeting or exceeding expectations.\"}]","Graduate & Professional Programs - Annual Performance Report | PDF",111]