A Mixed-Methods Analysis in Assessing Students’ Professional Development by Applying an Assessment for Learning Approach

Peeters, Michael J.; Vaidya, Varun

doi:10.5688/ajpe80577

Cited by 22 publications

(30 citation statements)

References 46 publications

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“…It is encouraging that a recent report in pharmacy education has shown effectiveness in this area. 33,34 Categorically, meta-analysis can be limited by publication bias. In addition, while investigators attempt to search completely, they may miss a report.…”

Section: Discussionmentioning

confidence: 99%

Critical Thinking Development in Pharmacy Education: A Meta-Analysis

Peeters¹,

Zitko²,

Vaidya³

2016

Innov Pharm

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. Studies included were those that investigated pharmacy students, used one of the tests (CCTST, HSRT, DIT), and used a longitudinal design with test administration at two or more time-points for the same subjects (i.e., development). On review, the CCTST and HSRT seem more foundational to analytical/critical thinking, while the DIT appears to measure moral/complex thinking. Summarizing used meta-analysis with Cohen's d and random-effects modelling. Results: Five studies involved thinking development with 10 separate cohorts for meta-analysis (8 cohorts for CCTST, 2 for DIT, and 0 for HSRT). At 5 institutions, 407 and 1148 students were included (CCTST and DIT, respectively). For the CCTST, the overall effect was with some heterogeneity among study cohorts (I 2 =52%). For the DIT, the overall effect was -0.23

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Section: Discussionmentioning

confidence: 99%

Critical Thinking Development in Pharmacy Education: A Meta-Analysis

Peeters¹,

Zitko²,

Vaidya³

2016

Innov Pharm

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“…Students need to reflect toward their growth, and their required reflective writing on all assignments within an administrative (or reflective) portfolio could become excessive and overwhelmingly unhelpful for meaningful reflection if required for every assignment. Conversely, a pharmacy education example of a developmental e-portfolio, composed of multiple integrated longitudinal self-reflections, showed qualitative development and then quantitative confirmation of professionalism development 18 -ACPE's Standard 4.4. 27 (Many details like pre-readings, iterative reflective questions, and some reflective responses are within that report.…”

Section: Notable Assessment For Learning Methodsmentioning

confidence: 99%

“…In short, AFL is assessment focused on promoting each individual student's learning, and "is a catalyst for growth and development." 17 In literature reviews, this AOL/AFL terminology has been uncommon, 18,19 and appears quite new to pharmacy education. Meanwhile primary and secondary education texts on AOL/AFL have been available for some time.…”

Section: What Is Assessment For Learning?mentioning

confidence: 99%

“…Recently, Fjortoft discussed challenges with assessing PharmD Standard 4; 44 it seems that AFL presents one approach in solving these challenges. 18 Using an AFL approach for some PharmD Standards, especially those desiring growth such as personal and professional development, could be very helpful in facilitating and documenting development of student pharmacists as they evolve into future health care professionals. However, using only one tool toward AFL (eg, developmental portfolios including longitudinal reflective writings) will not be a silver bullet for all programmatic assessment.…”

Section: Implications For Pharmacy Educationmentioning

confidence: 99%

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Targeting Assessment for Learning within Pharmacy Education

Peeters

2017

American Journal of Pharmaceutical Education

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Formative assessment is critical for deliberate improvement, development and growth. While not entirely synonymous, assessment for learning (AFL) is an approach using formative assessment to specifically improve students' learning. While using formative assessments, AFL can also have summative programmatic-assessment implications. For each learning assessment, summative and formative uses can be leveraged; it can scaffold (formative), foster students' growth (formative), and document students' development in a competency/standard (summative). For example, using a developmental portfolio with iterative reflective-writings (formative), PharmD students showed qualitative development in the "professionalism" competency (summative; ACPE Standard 4.4). (In parallel, this development in professionalism was confirmed quantitatively.) An AFL approach can complement other assessments; it can be integrated with other summative assessments into a multi-method assessment program, wherein developmental portfolio sections could be used for a few specific competencies. While AFL is not a one-size-fits-all silver bullet approach for programmatic assessment, it is one notable robust tool to employ.

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“…Recently, we had presented a similar formative approach to assessment of professionalism. 7,8 Similar to Aronson and Janke, we also encourage further study of professional engagement's impact on student pharmacists' success. Showing this success to first-year student pharmacists early in their professional identity formation could be very helpful and impressionable.…”

mentioning

confidence: 99%