RESUMEN
OBJECTIVE: To develop a methodology for a reliable, valid annual skills mastery assessment examination to provide formative student feedback, inform curricular review, and comply with the Accreditation Council for Pharmacy Education (ACPE) Standards 2007. DESIGN: A sample of program-level ability-based outcomes skills were chosen for the examination. Test items were written, underwent quality control, and were scored for level of difficulty. Versions of the examination for first-, second-, third-, and fourth-year pharmacy students were developed and administered, the results were analyzed, reliability and validity were evaluated, and reports were generated. Item-writing guidelines, quality control procedures, and examination production steps were codified to create a criterion-referenced examination. Students and faculty advisors received detailed score reports and results were used to guide student performance and stimulate a review of curricular outcomes. ASSESSMENT: Content, criterion, and construct validity were analyzed as defined in the literature for the intended use of this assessment tool. Data suggest the Annual Skills Mastery Assessment (ASMA) examination is both reliable and valid. Students and faculty members were surveyed regarding the usefulness of the examination. Results indicate general satisfaction with the assessment program. CONCLUSION: A reasonably reliable, reasonably valid multiple-choice annual skills mastery assessment for selected outcomes statements providing formative feedback and informed curricular review was developed.
Asunto(s)
Educación en Farmacia/métodos , Evaluación Educacional/métodos , Humanos , Competencia Profesional , Reproducibilidad de los ResultadosRESUMEN
OBJECTIVES: To demonstrate achievement of ability-based outcomes through a structured review of electronic student portfolios in an advanced pharmacy practice experience (APPE) program. DESIGN: One hundred thirty-eight students produced electronic portfolios containing select work products from APPEs, including a self-assessment reflective essay that demonstrated achievement of course manual-specified ability-based outcomes. ASSESSMENT: Through portfolio submissions, all students demonstrated the achievement of ability-based outcomes for providing pharmaceutical care, evaluating the literature, and managing the medication use system with patient case reports most frequently submitted. The rubric review of self-reflective essays addressed student learning through APPEs and continuing professional development plans. CONCLUSION: The electronic portfolio with reflective essay proved to be a useful vehicle to demonstrate achievement of ability-based outcomes.
Asunto(s)
Logro , Educación de Postgrado en Farmacia/métodos , Evaluación Educacional/métodos , Acreditación/normas , Correo Electrónico , Humanos , Competencia Profesional , Estudiantes de FarmaciaRESUMEN
OBJECTIVE: To develop an assessment that would (1) help doctor of pharmacy (PharmD) students review therapeutic decision making and build confidence in their skills, (2) provide pharmacy practice residents with the opportunity to lead small group discussions, and (3) provide the assessment committee with program-level assessment data. DESIGN: A case-based interactive assessment was developed and delivered to PharmD students immediately prior to advanced pharmacy practice experiences (APPEs). The assessment used an audience response system to allow immediate feedback followed by small group discussions led by pharmacy-practice residents. Students self-assessed their knowledge and confidence levels and developed personalized learning objectives for APPEs. ASSESSMENT: Eighty-nine percent of students found the assessment useful, and pharmacy practice residents reported that it was helpful in developing precepting skills. The college assessment committee was able to use the data to supplement the ongoing College curricular mapping process. CONCLUSIONS: An interactive assessment process can help students build confidence for experiential training, provide a learning opportunity for pharmacy residents, and produce program-level data for college assessment purposes. Planned modifications of the assessment include expanding the content areas covered and adding ability-based assessments such as communication skills.
Asunto(s)
Competencia Clínica , Educación en Farmacia , Evaluación Educacional , Conocimientos, Actitudes y Práctica en Salud , Aprendizaje Basado en Problemas , Estudiantes de Farmacia , Actitud del Personal de Salud , Comunicación , Instrucción por Computador , Retroalimentación , Femenino , Procesos de Grupo , Humanos , Masculino , Ohio , Rol Profesional , Desarrollo de Programa , Evaluación de Programas y Proyectos de Salud , Autoevaluación (Psicología)RESUMEN
A set of PharmD program curricular outcomes form the foundation of a doctor of pharmacy (PharmD) curriculum and are critical to the development of both the structure/courses of the curriculum and the assessment plan for the program. A goal for developing these outcomes is to craft a set of clear, concise, assessable statements that accurately reflect competencies of the generalist entry-level pharmacist or graduate of the first-professional doctor of pharmacy degree. This article will provide a review of one specific type of outcome, ability-based outcomes, and present a case study of how one college revised their PharmD program-level outcomes. A discussion of key elements for the successful adoption of these outcomes is also presented.
Asunto(s)
Acreditación/normas , Educación Basada en Competencias/normas , Educación en Farmacia/normas , Desarrollo de Programa/normas , Evaluación de Programas y Proyectos de Salud/normas , Facultades de Farmacia/organización & administración , Educación Basada en Competencias/métodos , Evaluación Educacional/métodos , Humanos , Ohio , Desarrollo de Programa/métodos , Evaluación de Programas y Proyectos de Salud/métodosRESUMEN
OBJECTIVES: Develop and implement a pharmacy course explaining basic lifestyle modification components and assess changes in student knowledge, skills, beliefs, and confidence after completing the course. DESIGN: A 2-credit hour elective course was offered to pharmacy students in which basic lifestyle modification components were applied to case-based patients with hypertension, dyslipidemia, diabetes mellitus, obesity, and metabolic syndrome in the pharmacy practice setting through comprehensive wellness programs. Knowledge, skills, beliefs, and confidence assessments were embedded into the course. ASSESSMENT: There were significant improvements in students' skills and confidence, and in most knowledge areas, but not in their beliefs regarding health behaviors. CONCLUSION: Implementing an elective course on lifestyle modifications is an effective means of teaching students about wellness and disease prevention.