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Objective. To determine pharmacy students' preferences and perceptions of in-person and video evaluations. The relationship between student perceptions and academic achievement has been established, but little research on student perceptions of evaluation methods exists. Methods. A mixed methods survey was administered to 447 first-, second-, and third-professional year pharmacy students enrolled in one public United States Doctor of Pharmacy program. Fourteen 5-point Likert-type scale quantitative items and four qualitative items measured student perceptions. Eight response choice items measured preferences. Paired t-tests compared perceptions; independent t-tests compared perceptions between students exposed and not exposed to video evaluations. Two researchers performed thematic content analysis of the qualitative responses. Results. Students (n=444, 99.3% response rate) perceived in-person and video evaluations as significantly different, with in-person evaluations being perceived more positively on all items except for nervousness. Students exposed to video felt significantly more positive towards video evaluations than video-naïve students on nine items but felt significantly less positive towards video evaluations in terms of quality (Δ=1.24 vs. 0.83) and amount (Δ=1.14 vs 0.77) of written feedback. Students valued interactions with a more diverse pool of evaluators afforded by video evaluations but did not view the video technology as applicable to future practice. Conclusion.Students viewed in-person evaluations significantly more positively than video evaluations. This effect is mitigated by exposure to video, suggesting that concerns regarding video evaluations are based on conjecture rather than experience. This study highlights the need to reduce technological issues and improve written feedback associated with video evaluations.

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