Abstract
OBJECTIVE: To develop a student focus group process for formative evaluation of the learning environment in a college of pharmacy. DESIGN: Student focus groups were formed and met from fall 2002 to spring 2006. During spring 2005, student cohorts (first- through third-professional years) were surveyed and anecdotal evidence about the process was gathered from faculty members. ASSESSMENT: Student opinions about the effectiveness of the focus groups were fairly positive, with 59% to 87% agreeing that the process allowed students to communicate effectively with faculty members. The main problems identified were lack of communication between focus group members and the student body, and the lack of response by some faculty members to student concerns. Based on anecdotal evidence, faculty members agreed that the process encouraged student development but was less useful for pedagogical issues. CONCLUSION: Focus groups can be an effective way of providing feedback to faculty members and students about the classroom learning environment if students are trained to give appropriate feedback and professors are supported in responding to student input.