Changes to summative skills‐based assessments within the Big Ten Academic Alliance <scp>Performance‐Based</scp> Assessment Collaborative (<scp>BTAA‐PBAC</scp>) due to <scp>COVID</scp>‐19

Nolan, Mary; Maes, Marina L.; Tran, Deanna; Driscoll, Tara; Knockel, Laura E.; Hooser, Jared Van; Dula, Colleen A. Clark; Cook, Kristen; Stoa, Morgan; Ives, Amy; Volino, Lucio R.; Rupnow, Nichole; Parbuoni, Kristine A.; Woodyard, Jamie L.

doi:10.1002/jac5.1445

Cited by 3 publications

(1 citation statement)

References 17 publications

(38 reference statements)

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“…Overall, data from these studies indicate that virtual lab-based classes were well received by students, although several challenges were noted, including increased stress levels and technical challenges. The administrators who were surveyed also noted key challenges, including the inability to assess certain skills in an online setting and increased instructor stress levels [12]. Three of the studies focused on IPE-specific classes.…”

Section: Characteristics Of Selected Studiesmentioning

confidence: 99%

COVID-19-Driven Improvements and Innovations in Pharmacy Education: A Scoping Review

et al. 2022

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The COVID-19 pandemic led to many colleges of pharmacy having to make major changes relating to their infrastructure and delivery of their curriculum within a very short time frame, including the transition of many components to an online setting. This scoping review sought to summarize what is known about the impact of COVID-19 on pharmacy education and the effectiveness of adaptation strategies which were put in place. PubMed, Web of Science, OVID Medline, and MedEdPortal were searched to identify pharmacy education-related articles published since the beginning of the COVID-19 pandemic. For article inclusion, the following criteria had to be met: described original research, related directly to PharmD or PharmBS education, related to the impact of COVID-19 on pharmacy education, and was available in English. Out of a total of 813 articles, 50 primary research articles were selected for inclusion. Our review of these identified four domains relating to the impact of COVID-19 on pharmacy education and/or effectiveness of adaptation strategies: (1) lab-based courses and activities (including interprofessional education activities), (2) experiential education, (3) didactic education, and (4) student well-being. The key research findings are summarized and discussed. While the COVID-19 pandemic has clearly brought many challenges to pharmacy education, it has also led to key improvements and innovations.

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Section: Characteristics Of Selected Studiesmentioning

confidence: 99%

COVID-19-Driven Improvements and Innovations in Pharmacy Education: A Scoping Review

et al. 2022

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Changes to summative skills‐based assessments within the Big Ten Academic Alliance Performance‐Based Assessment Collaborative (BTAA‐PBAC) due to COVID‐19

Nolan

Maes

Tran

et al. 2021

J Am Coll Clin Pharm

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BackgroundIn Spring 2020 many academic institutions transitioned to remote learning in response to the developing COVID‐19 pandemic. These changes affected skills‐based training, as schools of pharmacy were forced to transition traditionally in‐person assessments to a remote setting. The purpose of this article is to describe the experience of pharmacy skills lab coordinators when transitioning summative skills‐based assessments (SSBA).MethodsA web‐based survey instrument administered through QualtricsXM was sent to all institutions in the Big Ten Academic Alliance‐Performance Based Assessment Collaborative. Only one member from each institution completed the survey on behalf of the institution. The survey consisted of four sections: changes made to skills evaluated; changes made to the delivery of those evaluations; challenges to and strategies used by the skills lab program when switching to remote learning; and recommendations for incorporating remote learning within future SSBAs. Survey respondents were invited to participate in an optional unstructured interview regarding survey answers.ResultsNine of ten invited institutions responded to the survey. Of the nine respondents, three participated in the post‐survey interview. Overall, 79.5% (93/117) of skills planned to be assessed were assessed with or without modification, with 8.5% (10/117) of skills canceled and 10.3% (12/117) of skills assessments postponed. The most common challenges mentioned were the lack of preparation time, inability to assess certain skills virtually, and student barriers. The most common recommendations made were to prioritize lab components and incorporate flexibility in planning and scheduling.DiscussionThe results indicate that most skills were still assessed during the Spring 2020 semester. Though the transition to remote learning was challenging and unique for each institution, common strategies and recommendations identified here provide opportunities for academics to analyze and prioritize learning objectives and to rethink how to develop and deliver SSBAs as remote assessments.

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Consensus Meeting Report “Technology Enhanced Assessment” in Covid-19 Time, MENA Regional Experiences and Reflections

Hegazy

Elrafie

Saleh

et al. 2021

AMEP

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Purpose Majority of the assessments, appraisals and placements have been disturbed, with some being cancelled, postponed, or modified in design. New approaches for assessment should be well-thought-out. This work attempts at capturing the collective wisdom of educators in the Middle East and North Africa region (MENA), providing an understanding of the online assessment conceptual framework in the era of COVID-19 that tells the story rather than determining cause and effect, and identifying the biggest gaps that derail the digital transformation. Methods A qualitative inductive study using the grounded theory approach was implemented following a synchronous virtual online meeting, a summary of the reflections as well as experiences of medical education experts was prepared. Data for this qualitative study were collected from the meeting. The meeting was video-recorded and transcribed by the researchers. Thematic analysis was performed by three separate researcher coders. The authors then discussed together until they reached a consensus. Results Three main thematic areas were identified: 1) feasibility, 2) exam fairness/equity and 3) acceptable graduate attributes, society/community acceptance. Conclusion The COVID-19 era necessitated revisiting of our assessment strategies to cope with new changes within the available context. Rapid adaptation is required.

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Changes to summative skills‐based assessments within the Big Ten Academic Alliance Performance‐Based Assessment Collaborative (BTAA‐PBAC) due to COVID‐19

Cited by 3 publications

References 17 publications

COVID-19-Driven Improvements and Innovations in Pharmacy Education: A Scoping Review

COVID-19-Driven Improvements and Innovations in Pharmacy Education: A Scoping Review

Changes to summative skills‐based assessments within the Big Ten Academic Alliance Performance‐Based Assessment Collaborative (BTAA‐PBAC) due to COVID‐19

Consensus Meeting Report “Technology Enhanced Assessment” in Covid-19 Time, MENA Regional Experiences and Reflections

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