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 four 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 were required to meet at least three of six predetermined inclusion criteria and hold a ≥0.5 FTE 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 1-10, 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 towards 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.
Lindsay et al. (Fri,) studied this question.