Impact of an electronic-based assessment on student pharmacist performance in a required therapeutics course

Stauffer, Rebecca L.; Pitlick, Jamie M.; Challen, Laura

doi:10.1016/j.cptl.2019.12.005

Cited by 2 publications

(2 citation statements)

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“…We categorised the included articles against the SAMR model in terms of the way learning technology was used in the educational process (see Appendices S1 and S2 for details). Various types of learning technologies were represented including technologies created specifically to support learning such as bespoke elearning modules, [21][22][23][24] virtual patients, 25-28 assessments [29][30][31][32][33][34][35][36][37][38][39][40] and mobile apps for learning. [41][42][43][44][45][46][47][48][49] Other technologies have been repurposed as learning technologies such as social media, 50,51 medical technologies-including digital microscopy, phonocardiography and digital X-rays, [52][53][54][55][56][57][58][59][60][61] and virtual and augmented reality.…”

Section: Samr Categorisationmentioning

confidence: 99%

Learning technology in health professions education: Realising an (un)imagined future

2023

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ContextTechnology is being introduced, used and studied in almost all areas of health professions education (HPE), often with a claim of making HPE better in one way or another. However, it remains unclear if technology has driven real change in HPE. In this article, we seek to develop an understanding of the transformative capacity of learning technology in HPE.Methods and OutcomesWe first consider the wider scholarship highlighting the intersection between technology and pedagogy, articulating what is meant by transformation and the role of learning technology in driving educational transformation. We then undertake a synthesis of the current high visibility HPE‐focused research. We sampled the literature in two ways—for the five highest impact factor health professional education journals over the past decade and for all PubMed indexed journals for the last 3 years—and categorised the extant research against the Substitution, Augmentation, Modification, Redefinition model. We found that the majority of research we sampled focussed on substituting or augmenting learning through technology, with relatively few studies using technology to modify or redefine what HPE is through the use of technology. Of more concern was the lack of theoretical justification for pedagogical improvement, including transformation, underpinning the majority of studies.ConclusionsWhile all kinds of technology use in learning have their place, the next step for HPE is the robust use of technology aiming to lead transformation. This should be guided by transformational educational theory and aligned with pedagogical context. We challenge HPE practitioners and scholars to work thoughtfully and with intent to enable transformation in education for future health professionals.

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Section: Samr Categorisationmentioning

confidence: 99%

Learning technology in health professions education: Realising an (un)imagined future

2023

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“…These challenges may include technical issues, adapting to a novel learning environment, and ensuring academic integrity. [1][2][3] One method to assure academic integrity for an exam taken remotely is to institute surveillance measures, such as remote proctoring. 4,5 Real-time online proctoring services, such as ProctorU (ProctorU, Inc., Birmingham, AL), have recently gained popularity.…”

Section: Introductionmentioning

confidence: 99%

Effects of Remote Proctoring on Composite Examination Performance Among Doctor of Pharmacy Students

Hall

Spivey

Kendrex

et al. 2021

American Journal of Pharmaceutical Education

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To determine the impact of remote proctoring on student pharmacist academic performance. Methods. This was a retrospective, observational study that compared first-(P1) and second-year (P2) student pharmacist scores on eight composite exams administered in spring 2020 (n=387), the final three of which were proctored remotely, to that of a historical cohort who took the same exams in spring 2019 (n=368). To assess whether remote proctoring affected academic performance, spring 2020 scores for exams 6, 7, and 8 were compared to that of a historical cohort proctored live in spring 2019. Academic performance on exams 1 through 4 was also compared between the two cohorts to evaluate any possible year-to-year variation in academic performance during non-remote circumstances. Mann Whitney tests were used to compare scores between the two cohorts. Results. Median scores were significantly lower in spring 2020 as compared to the historical cohort on the first composite exam administered to P1 students after the implementation of remote proctoring. In contrast, median scores were significantly higher for two of three exams administered to P2 students with remote proctoring. Conclusion.Remote proctoring has a minimal impact on student pharmacist exam performance and may be considered to assure academic honesty and security of testing content in a distance learning environment.

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Impact of an electronic-based assessment on student pharmacist performance in a required therapeutics course

Cited by 2 publications

References 12 publications

Learning technology in health professions education: Realising an (un)imagined future

Learning technology in health professions education: Realising an (un)imagined future

Effects of Remote Proctoring on Composite Examination Performance Among Doctor of Pharmacy Students

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