Monina R Lahoz1, Paul Belliveau, Alice Gardner, Anna Morin. 1. Department of Pharmaceutical Sciences, Massachusetts College of Pharmacy and Health Sciences, Worcester, MA 01608, USA. monina.lahoz@mcphs.edu
Abstract
OBJECTIVES: To track pharmacy student knowledge over time using a proprietary software program in an accelerated program for curricular assessment. METHODS: All students were required to complete a computerized comprehensive diagnostic examination 3 times during the doctor of pharmacy (PharmD) program: at the beginning of the second year, and near the end of the second and third years. The examination was comprised of 100 questions in 3 content areas: pharmacotherapy, preparation and dispensing of medications, and providing health care information. Within-subject differences in mean area and total percent scores were compared. RESULTS: Based on 123 students' data, mean scores for pharmacotherapy and total percent scores for examination 1 were significantly different from examinations 2 and 3. CONCLUSION: The computer-based comprehensive diagnostic examination shows promise for use as a component of a comprehensive assessment plan.
OBJECTIVES: To track pharmacy student knowledge over time using a proprietary software program in an accelerated program for curricular assessment. METHODS: All students were required to complete a computerized comprehensive diagnostic examination 3 times during the doctor of pharmacy (PharmD) program: at the beginning of the second year, and near the end of the second and third years. The examination was comprised of 100 questions in 3 content areas: pharmacotherapy, preparation and dispensing of medications, and providing health care information. Within-subject differences in mean area and total percent scores were compared. RESULTS: Based on 123 students' data, mean scores for pharmacotherapy and total percent scores for examination 1 were significantly different from examinations 2 and 3. CONCLUSION: The computer-based comprehensive diagnostic examination shows promise for use as a component of a comprehensive assessment plan.
Keywords:
assessment; curricular assessment; doctor of pharmacy curriculum; longitudinal assessment
Authors: Jacqueline E McLaughlin; Julia Khanova; Kelly Scolaro; Philip T Rodgers; Wendy C Cox Journal: Am J Pharm Educ Date: 2015-08-25 Impact factor: 2.047