Surveying the current landscape of assessment structures and resources in US schools and colleges of pharmacy

Rudolph, Michael; Lee, Kelly C.; Assemi, Mitra; Bray, Brenda S.; Daugherty, Kimberly K.; Karpen, Samuel C.; Maerten-Rivera, Jaime; Pavuluri, Nina; Sease, Julie M.; Vellurattil, Rosalyn Padiyara; Weck, Margaret A.

doi:10.1016/j.cptl.2018.11.002

Cited by 9 publications

(10 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Electronic testing platforms that present item and examination statistics are widely available, and faculty members should have a general understanding of how to interpret and appropriately use this information. 35 Item analysis is a powerful tool that, if misunderstood, can lead to inappropriate adjustments following delivery and initial scoring of the examination. Unnecessarily removing or score-adjusting items on an examination may produce a range of undesirable issues including poor content representation, student entitlement, grade inflation, and failure to hold students accountable for learning challenging material.…”

Section: Overview Of Item Analysismentioning

confidence: 99%

Best Practices Related to Examination Item Construction and Post-hoc Review

Rudolph

Daugherty

Ray

et al. 2019

American Journal of Pharmaceutical Education

Self Cite

View full text Add to dashboard Cite

Objective. To provide a practical guide to examination item writing, item statistics, and score adjustment for use by pharmacy and other health professions educators. Findings. Each examination item type possesses advantages and disadvantages. Whereas selected response items allow for efficient assessment of student recall and understanding of content, constructed response items appear better suited for assessment of higher levels of Bloom's taxonomy. Although clear criteria have not been established, accepted ranges for item statistics and examination reliability have been identified. Existing literature provides guidance on when instructors should consider revising or removing items from future examinations based on item statistics and review, but limited information is available on performing score adjustments. Summary. Instructors should select item types that align with the intended learning objectives to be measured on the examination. Ideally, an examination will consist of multiple item types to capitalize on the advantages and limit the effects of any disadvantages associated with a specific item format. Score adjustments should be performed judiciously and by considering all available item information. Colleges and schools should consider developing item writing and score adjustment guidelines to promote consistency.

show abstract

Section: Overview Of Item Analysismentioning

confidence: 99%

Best Practices Related to Examination Item Construction and Post-hoc Review

Rudolph

Daugherty

Ray

et al. 2019

American Journal of Pharmaceutical Education

Self Cite

View full text Add to dashboard Cite

show abstract

“…These findings are consistent with a recent survey in which half of the S/COPs surveyed estimated 20% or more of the CCs time is devoted to assessment activities. 7 Based on the survey results and the knowledge that the CAPE outcomes and ACPE standards will be revised in the next few years, which will likely impact the CC work, it may be a good time to ensure the CC has clear guidance regarding its functions and charges, review membership and member involvement in the CC's work, and find ways to reduce frequency of scheduled reviews and other work to ensure there is time for addressing new curricular issues.…”

Section: Discussionmentioning

confidence: 99%

“…In addition, the role of curriculum assessment has been slowly migrating to assessment committees with some curriculum committees still actively involved in curricular assessment. 6,7…”

Section: Introductionmentioning

confidence: 99%

An Updated National Profile of Curriculum Committees at US Schools and Colleges of Pharmacy

Carter

Hemmer

Medina

et al. 2022

American Journal of Pharmaceutical Education

View full text Add to dashboard Cite

“…12 The latter appears likely, as previous research by Rudolph and colleagues (2019) determined that nearly 90% of administrators at the assistant or associate dean level and 50% at the director or assistant director level with responsibility for assessment in US pharmacy programs are also faculty members. 32 With declining enrollment and new challenges in the era of COVID-19 (distance or remote education), pharmacy programs may face new barriers in resource allocation for the curriculum in general, which includes co-curriculum.…”

Section: A J P Ementioning

confidence: 99%

Challenges to Implementation of the Co-Curriculum in Accredited Pharmacy Programs

Maerten-Rivera

Chen

Augustine

et al. 2021

American Journal of Pharmaceutical Education

Self Cite

View full text Add to dashboard Cite

Objective. To determine areas of concern and challenges/barriers to implementing and assessing the co-curriculum in accredited Doctor of Pharmacy programs, along with how confident programs are in their ability to meet the cocurriculum requirement as mandated by the Accreditation Council of Pharmacy Education (ACPE). Methods. A survey was administered to all ACPE-accredited pharmacy programs to collect information regarding areas of concern, challenges/barriers, and confidence in their ability to meet the co-curriculum requirement. The frequency of responses to items are presented, along with comparisons based on characteristics, including institution type, cohort size, most recent ACPE accreditation review, and supporting offices. Results. The most common concerns centered on the documentation and assessment process. The most commonly reported challenges/barriers were lack of enthusiasm or buy-in from faculty, staff, and students; lack of a clear definition of cocurriculum; and, faculty time and insufficient staff. Overall, programs had a high level of confidence in their ability to meet the requirements for co-curriculum. The only differences found were related to supporting offices and cohort size. Conclusion.The results suggest that having supporting offices may reduce the co-curriculum burden. Similarly, student cohort size may have an impact on the challenges/barriers, particularly programs with moderate sized cohorts reporting barriers related to faculty and staff. Further research is needed to determine how programs address these critical issues, and to explore if programs report differently on these areas after completing an accreditation review. The study results may be useful to members of the Academy when evaluating co-curriculum.

show abstract

Surveying the current landscape of assessment structures and resources in US schools and colleges of pharmacy

Cited by 9 publications

References 8 publications

Best Practices Related to Examination Item Construction and Post-hoc Review

Best Practices Related to Examination Item Construction and Post-hoc Review

An Updated National Profile of Curriculum Committees at US Schools and Colleges of Pharmacy

Challenges to Implementation of the Co-Curriculum in Accredited Pharmacy Programs

Contact Info

Product

Resources

About