Development of a Competency-Based Assessment Process for Advanced Pharmacy Practice Experiences

Hill, Lilian H.; Delafuente, Jeffrey C.; Sicat, Brigitte L.; Kirkwood, Cynthia K.

doi:10.5688/aj700101

Cited by 97 publications

(57 citation statements)

References 8 publications

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“…These measures tend to be more qualitative or subjective than classroom grades and generally have been less accurate in predicting students' clinical success after graduation. [9][10][11][12] A detailed description of the various progress examinations in use has recently been presented. 13 Little has been done to identify factors that can predict clinical performance accurately, or to predict clinical success in a multidisciplinary patient-care setting.…”

Section: Introductionmentioning

confidence: 99%

Impact of Previous Pharmacy Work Experience on Pharmacy School Academic Performance

Mar¹,

Barnett²,

Tang³

et al. 2010

American Journal of Pharmaceutical Education

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Objectives. To determine whether students' previous pharmacy-related work experience was associated with their pharmacy school performance (academic and clinical). Methods. The following measures of student academic performance were examined: pharmacy grade point average (GPA), scores on cumulative high-stakes examinations, and advanced pharmacy practice experience (APPE) grades. The quantity and type of pharmacy-related work experience each student performed prior to matriculation was solicited through a student survey instrument. Survey responses were correlated with academic measures, and demographic-based stratified analyses were conducted. Results. No significant difference in academic or clinical performance between those students with prior pharmacy experience and those without was identified. Subanalyses by work setting, position type, and substantial pharmacy work experience did not reveal any association with student performance. A relationship was found, however, between age and work experience, ie, older students tended to have more work experience than younger students. Conclusions. Prior pharmacy work experience did not affect students' overall academic or clinical performance in pharmacy school. The lack of significant findings may have been due to the inherent practice limitations of nonpharmacist positions, changes in pharmacy education, and the limitations of survey responses.

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Section: Introductionmentioning

confidence: 99%

Impact of Previous Pharmacy Work Experience on Pharmacy School Academic Performance

Mar¹,

Barnett²,

Tang³

et al. 2010

American Journal of Pharmaceutical Education

View full text Add to dashboard Cite

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“…4,9 Additionally, the American Society of Health System Pharmacists stated that "Pharmacists in organized health-care settings have a professional obligation to participate actively in and increase pharmacy-related and drug-related research efforts." 9 However, the opportunities for students to learn about basic research are limited.…”

Section: Discussionmentioning

confidence: 99%

“…Key topics were defined according to reported findings and elective research rotation supportive rationale as previously reported. [4][5][6][7][8][9][10] Thirty-five topics were chosen and each topic was sequentially numbered in order to provide differentiation. The investigators were able to obtain 15 reflections from six of the 12 student pharmacists from the Experiential Education office of the college.…”

Section: Data Collection and Evaluationmentioning

confidence: 99%

Student Perceptions of a Basic Medical Science-focused Advanced Pharmacy Practice Experience

Odom

2015

MRAJ

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“…Its validity and reliability, however, have not been systematically evaluated. Several studies [6][7][8][9] have described the use of tools to evaluate student IPPE and APPE performance but, to our knowledge, no paper has been published that measures the performance of an instrument that used the CAPE 2013 competencies as core elements. This study was performed to explore the validity and reliability of PAST, which was developed to assess PharmD student rotation performance.…”

Section: Introductionmentioning

confidence: 99%

Establishing the Validity and Reliability Evidence of Preceptor Assessment of Student Tool

Zhou

Almutairi

Alsaid

et al. 2017

American Journal of Pharmaceutical Education

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Objective. To evaluate the validity and reliability evidence of the preceptor assessment of student tool (PAST) which was designed to assess doctor of pharmacy (PharmD) student rotation performance. Methods. Evaluation data were loaded into WINSTEPS software to conduct a Rasch rating scale analysis. Validity evidence was examined from construct and content validity perspectives, and reliability was assessed via student and item separation index and reliability coefficient. Data from 435 observations were included in the analysis. Results. All 19 items measured the same construct of interest and the five-point rating scale functioned appropriately and differentiated students' ability. However, the item/person map indicated an absence of items at the end of the measurement continuum. Conclusion. Although adding items at the end of the measurement continuum may be beneficial, PAST showed good validity and reliability evidence when used to evaluate PharmD student rotations and is suitable to assess mastery learning.Keywords: doctor of pharmacy students, Rasch analysis, instrument evaluation, performance assessment, APPE/ IPPE INTRODUCTIONAll doctor of pharmacy (PharmD) programs in the United States require students to gain experience in pharmacy practice through introductory level (IPPE) or advanced pharmacy practice experiences (APPE) before graduation.1,2 The overall goal of the various pharmacy practice experiences is to educate students to be competent health care professionals who will provide patients with optimal pharmaceutical care. This goal is the culmination of multiple entities and reports. Based on the Institute of Medicine (IOM) report on health professions education, health care providers should focus on five competences: delivering patient-centered care, using evidence-based practice, improving the care quality, employing information technology, and integrating with interdisciplinary teams.3 Additionally, the American Association of Colleges of Pharmacy's (AACP) Center for the Advancement of Pharmacy Education (CAPE) 2013 released a list of terminal educational outcomes for PharmD students that include four main domains (ie, Foundational Knowledge, Essentials for Practice and Care, Approach to Practice and Care, and Personal and Professional Development) with 15 subcategories. 4 To ensure that students and colleges are meeting CAPE outcomes and ACPE accreditation standards, frequent assessment of student knowledge, skills and abilities is required and the evaluation instrument used to assess students' performance should be reliable and valid. 5The College of Pharmacy at the University of Arizona developed a preceptor assessment of student tool (PAST), based on the CAPE 2013 competencies, aimed at assessing students' performance on rotations and measuring their mastery learning of the CAPE outcomes. Volunteer faculty, known as preceptors, used the instrument to evaluate students' performance and assigned them a final grade for each rotation. PAST comprises 19 items covering the CAPE competencies (Appe...

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Development of a Competency-Based Assessment Process for Advanced Pharmacy Practice Experiences

Cited by 97 publications

References 8 publications

Impact of Previous Pharmacy Work Experience on Pharmacy School Academic Performance

Impact of Previous Pharmacy Work Experience on Pharmacy School Academic Performance

Student Perceptions of a Basic Medical Science-focused Advanced Pharmacy Practice Experience

Establishing the Validity and Reliability Evidence of Preceptor Assessment of Student Tool

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