Document Type

Article

Publication Title

American Journal of Pharmaceutical Education

ISSN

1553-6467

Volume

90

Issue

8

DOI

10.1016/j.ajpe.2026.102001

First Page

1

Last Page

6

Publication Date

8-2026

Abstract

Objective

To describe the development of the Mindful Streamlining Self-Assessment Tool (MSSAT), designed to address content overload at the instructor level.

Methods

The MSSAT was developed collaboratively by 4 pharmacy faculty members and the Director of the Center for Teaching and Learning at the University of the Pacific. Using a modified Delphi process, the tool was iteratively refined through purposive sampling of academic pharmacy experts who provided structured feedback on each version. Participants were recruited via the American Association of Colleges of Pharmacy listserv and required to meet at least 3 of 6 predetermined inclusion criteria and hold a ≥0.5 full-time equivalent faculty appointment. Repeated rounds of inquiry were conducted until feedback saturation was reached. After each round, the development team met to review expert comments and implement consensus-based revisions. Experts’ support was assessed using the question, “On a scale from 1 to 10, how likely are you to recommend the MSSAT to another faculty member?”

Results

Twenty-one experts were included. Of these, 20 had ≥3 years of teaching experience, 12 had received a teaching award, and 15 had served on a national committee geared toward improving pharmacy education. Three rounds of inquiry were conducted. Expert-guided revisions included clarifying language, improving grammar, adding definitions, incorporating a visual figure, and providing an example of tool application. The mean expert support increased from 7.5 to 9.0, reflecting strong expert endorsement.

Conclusion

The modified Delphi process yielded a consensus-driven, user-friendly tool, with relevant examples tailored to pharmacy education.

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