Jody L Lounsbery1, Amy L Pittenger. 1. University of Minnesota College of Pharmacy, Minneapolis, 55455, USA. loun0015@umn.edu
Abstract
OBJECTIVE: To implement and evaluate the effectiveness of case-based assessments in an online pharmacotherapy course for nursing students. DESIGN: Four case-based examinations developed in parallel for the midterm and final examinations and designed to address potential barriers to maintaining academic integrity were compared. ASSESSMENT: The use of online, case-based assessments was successful in providing 4 parallel examinations that assessed case-based decision making while maintaining academic integrity and minimizing instructor grading burden. CONCLUSIONS: Using an online, case-based assessment strategy is effective and feasible for evaluating the clinical application knowledge of nursing students enrolled in a pharmacotherapy course.
OBJECTIVE: To implement and evaluate the effectiveness of case-based assessments in an online pharmacotherapy course for nursing students. DESIGN: Four case-based examinations developed in parallel for the midterm and final examinations and designed to address potential barriers to maintaining academic integrity were compared. ASSESSMENT: The use of online, case-based assessments was successful in providing 4 parallel examinations that assessed case-based decision making while maintaining academic integrity and minimizing instructor grading burden. CONCLUSIONS: Using an online, case-based assessment strategy is effective and feasible for evaluating the clinical application knowledge of nursing students enrolled in a pharmacotherapy course.