背景:目的是确定利用率,频率,特点,和药学教育进展评估的标准制定方法。
方法:对139所美国药学院/学校进行了一项调查,这些学校/学院具有可识别的评估线索,并注册了药学博士课程。调查检查了程序的使用,频率,以及课程中进展评估的特点。受访者还报告了由于COVID-19大流行而做出的任何变化,如果有的话,将在未来几年保持。分析包括描述性统计和主题编码。这项研究被大学的机构审查委员会视为豁免。
结果:78个项目对调查做出了回应(回应率=56%)。67%的项目在2019-2020年至少进行了一次进展评估。评估实践中有一些可变性,包括管理的专业年份,涉及的课程,和内容。大约75%的课程使用评估来确保学生在课程学习成果中的能力,并确定学生的学习不足。在有效性和可靠性实践中看到了多样性,和大多数程序使用预先确定的削减分数没有正式的标准设置。由于大流行,75%的项目改变了评估交付模式,20个项目计划在未来迭代中保持至少一次与大流行相关的变化。
结论:大多数药学课程在其课程中使用某种类型的进展评估。虽然许多学校管理进展评估,他们的目的几乎没有一致意见,发展,和使用。大流行改变了分娩方式,许多项目将在未来继续。
The objective was to determine the utilization, frequency, characteristics, and standard-setting methods of progression assessments in pharmacy education.
A survey was sent to 139 United States schools/colleges of pharmacy having an identifiable assessment lead and students enrolled in the doctor of pharmacy program. The survey examined programs\' use, frequency, and characteristics of progression assessments within their curriculum. Respondents also reported any changes made due to the COVID-19 pandemic and which, if any, would be maintained in future years. Analysis consisted of descriptive statistics and thematic coding. This research was deemed exempt by the university\'s institutional review board.
Seventy-eight programs responded to the survey (response rate = 56%). Sixty-seven percent of programs administered at least one progression assessment in 2019-2020. There was some variability in assessment practice, including professional year(s) administered, course(s) involved, and content. Approximately 75% of programs used assessments to ensure student competency in the programs\' learning outcomes and to identify individual student learning deficiencies. Diversity was seen in validity and reliability practices, and most programs used pre-determined cut scores without formal standard setting. Because of the pandemic, 75% of programs changed the assessment delivery mode and 20 programs planned to maintain at least one pandemic-related change in future iterations.
Most pharmacy programs utilize some type of progression assessment within their curriculum. While many schools administer progression assessments, there is little agreement on their purpose, development, and use. The pandemic changed the mode of delivery, which numerous programs will continue with in the future.