Remediation and reassessment methods in pharmacy education: A systematic review

Harmon, Kiersi S.; Gonzales, Alessa D.; Fenn, Norman E.

doi:10.1016/j.cptl.2020.07.005

Cited by 10 publications

(4 citation statements)

References 37 publications

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“…1 Survey data indicate significant heterogeneity in remediation practices among schools and colleges of pharmacy, which is likely a result of the lack of high-quality data to support a specific approach as highlighted in a recent systematic review. 6,7 There are limitations to this study. We excluded students who did not have remediation or NAPLEX data; therefore, students who remediated and were dismissed or withdrew prior to graduation were not included and may introduce a survival bias.…”

Section: Discussionmentioning

confidence: 95%

Frequency of Course Remediation and the Effect on North American Pharmacist Licensure Examination Pass Rates

Kane

Luna

Jacob

et al. 2023

American Journal of Pharmaceutical Education

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Section: Discussionmentioning

confidence: 95%

Frequency of Course Remediation and the Effect on North American Pharmacist Licensure Examination Pass Rates

Kane

Luna

Jacob

et al. 2023

American Journal of Pharmaceutical Education

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“…These 2 competencies are more common among schools and colleges of pharmacy as a passing point than the 80% described in our report. 1,27 As mentioned previously, the 80% competency at the study institution was unique to its 3-year block curriculum and mastery learning model. As such, an area for future research may be to utilize remote asynchronous lectures including time-spaced quizzes at 4-year colleges of pharmacy where competency is set at 70% or 90%.…”

Section: Discussionmentioning

confidence: 99%

Relationships Between Remote Asynchronous Lectures and Summative Assessment Performance in four Pharmacotherapeutics Courses

Sedlacek

Boylan

Perry

2022

Journal of Pharmacy Technology

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Background: Synchronous education describes when teaching, learning, and assessment occur concurrently and asynchronous education describes when teaching, learning, and assessment occur anytime. Remote learning is where teaching and learning occur via technological means. Objective: This report describes a remote, asynchronous learning method implemented in a 3-year, block curriculum, Doctor of Pharmacy degree program. Methods: Remote asynchronous lectures embedded with quizzes were delivered to pharmacy students at the end of their first professional year and beginning of their second professional year. Camtasia software and Screencast.com were utilized during portions of 4 pharmacotherapeutic-based courses. Students completed time-spaced quizzes embedded every 5 to 15 minutes throughout the videos and quiz scores were recorded. Discrete watches, number of total watches, and average number of video quiz questions correctly answered were examined for Spearman’s rank correlation coefficient (ρ) with end-of-course summative assessment scores. Results: There were no strong positive correlations between discrete watches, number of total watches, and average number of video quiz questions correctly answered and end-of-course assessment scores (ρ range: –0.47 to 0.25). There were weak to moderate correlations within the rheumatology and dermatology assessment scores based on the Screencast.com content questions and the number of unique video watches (ρ = 0.40), average number of total video watches (ρ = 0.28), and average percent of quiz questions correct (ρ = 0.40), all of which were statistically significant ( P < 0.05). Conclusions: Remote asynchronous lectures including time-spaced quizzes were not associated with improvements in summative assessment performance. Mild positive correlations between remote asynchronous lectures and time-spaced quizzes may correspond with discrete questions on a summative assessment but those relationships may be influenced by the content within the remote asynchronous lectures.

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“…Published literature on remediation in PharmD programs reveals considerable variability in remediation policies and procedures. 1,[3][4][5] To our knowledge, no published studies are specific to remediation in pharmacy skills-based laboratory courses, referred to as "skills labs" in this paper.…”

Section: Introductionmentioning

confidence: 99%

Improving the Remediation Process for Skills-based Laboratory Courses in the Doctor of Pharmacy Curriculum

Chen

Matthews

Hooser

et al. 2021

American Journal of Pharmaceutical Education

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When students fail to meet minimum competence standards on summative pharmacy skills-based assessments, remediation can beused toensure studentreadiness for progression.Skills-based remediation ischallenging as a high volume of resources is required to develop an action plan that addresses the heterogeneity in student needs and to create and execute another assessment equivalent to the initial assessment. Although many Doctor of Pharmacy (PharmD) programs face these same challenges, there is no consensus on how to best address them. Recently, faculty from six PharmD programs convened to share ideas and approaches to overcoming these challenges. This commentary aims to define remediation as it pertains to summative skills-based assessments, share our consensus views regarding remediation best practices, and highlight areas where there is more work to be done. Our intent is to advance the ongoing conversation and empower institutions to develop their own effective and impactful skills-based remediation policies, procedures, and activities.

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Remediation and reassessment methods in pharmacy education: A systematic review

Cited by 10 publications

References 37 publications

Frequency of Course Remediation and the Effect on North American Pharmacist Licensure Examination Pass Rates

Frequency of Course Remediation and the Effect on North American Pharmacist Licensure Examination Pass Rates

Relationships Between Remote Asynchronous Lectures and Summative Assessment Performance in four Pharmacotherapeutics Courses

Improving the Remediation Process for Skills-based Laboratory Courses in the Doctor of Pharmacy Curriculum

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