The Validation of a Case-Based, Cumulative Assessment and Progressions Examination

Brady, Rebecca L.; Coker, Adeola O.; Copeland, Jeffrey; Gottlieb, Helmut; Horlen, Cheryl; Smith, Helen; Urteaga, Elizabeth M.; Ramsinghani, Sushma; Zertuche, Alejandra; Maize, David F.

doi:10.5688/ajpe8019

Cited by 9 publications

(3 citation statements)

References 16 publications

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“…This study indicated a high level of satisfaction by preregistration trainees and newly qualified pharmacists with the use of interactive clinical avatars as a learning tool, mirroring the wider literature [ 12 , 13 , 61 - 65 ]. Providing engaging and enjoyable learning environments are key components of the learning process [ 66 ].…”

Section: Discussionmentioning

confidence: 56%

Interactive Clinical Avatar Use in Pharmacist Preregistration Training: Design and Review

Thompson¹,

White²,

Chapman³

2020

J Med Internet Res

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Background Virtual patients are interactive computer-based simulations that are being increasingly used in modern health care education. They have been identified as tools that can provide experiential learning and assessment in a standardized and safe environment. However, the study of high-fidelity virtual patients such as interactive clinical avatars within pharmacy is limited. Objective The aim of this paper is to describe the design and review of three interactive clinical avatar simulations as part of pharmacist preregistration training. Methods A multistep design approach was taken to create interactive clinical avatar simulations on the topics of emergency hormonal contraception (EHC), calculation of renal function, and childhood illnesses. All case studies were reviewed by registered pharmacists to establish content and face validity. The EHC case study and data collection questionnaire were also reviewed by a purposive sample of preregistration trainees and newly qualified pharmacists. The questionnaire used Likert ranking statements and open-ended questions to obtain users’ feedback on the design, usability, and usefulness of the interactive clinical avatars as learning tools. Descriptive statistics and content analysis were undertaken on the data. Results Ten preregistration trainees and newly qualified pharmacists reviewed the EHC interactive clinical avatars and data collection questionnaire. The data collection questionnaire was associated with a Cronbach alpha=.95, demonstrating good reliability. All three interactive clinical avatar simulations were reported as usable and appropriately designed for preregistration training. Users perceived they were developing skills and knowledge from the simulations. The high-fidelity nature of the avatars and relevance of the simulations to real-life practice were reported as aspects that encouraged the application of theory to practice. Improvements were suggested to ensure the simulations were more user-friendly. Conclusions The design and creation of the interactive clinical avatar simulations was successful. The multistep review process ensured validity and reliability of the simulations and data collection questionnaire. The in-depth explanation of the design process and provision of a questionnaire may help widen the use and evaluation of interactive clinical avatars or other simulation tools in pharmacy education. The interactive clinical avatars were reported as novel learning tools that promoted experiential learning and allowed users to feel like they were engaging in real-life scenarios, thus developing transferable knowledge and skills. This may be potentially beneficial for many health care training courses as a way to provide standardized experiences promoting active learning and reflection.

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Section: Discussionmentioning

confidence: 56%

Interactive Clinical Avatar Use in Pharmacist Preregistration Training: Design and Review

Thompson¹,

White²,

Chapman³

2020

J Med Internet Res

View full text Add to dashboard Cite

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“…Composite examination is different from, and does not replace, progress or milestone assessments, which are normally administered at the end of each semester, academic year, and/or before students start their APPEs. 1,2 Additionally, CE is different from integrated assessments, where questions integrate different disciplines or courses together. 5 Although CE mixes questions from several courses, each is specific to a particular course.…”

Section: Discussionmentioning

confidence: 99%

“…In addition to within semester examinations, many schools use some form of cumulative, progress assessments annually or prior to the start of experiential education to demonstrate that students retain the required foundational knowledge and skills and are prepared for advanced pharmacy practice experiences (APPE). [1][2][3] The Accreditation Council for Pharmacy Education (ACPE) Standards 2016 require that all US pharmacy schools administer the Pharmacy Curriculum Outcomes Assessment (PCOA) at the conclusion of the didactic curriculum. Developed by the National Association of Boards of Pharmacy, PCOA is a nationally standardized examination that provides an assessment of student performance in foundational knowledge in various domains of biomedical, pharmaceutical, social/ administrative/ behavioral, and clinical sciences.…”

Section: Introductionmentioning

confidence: 99%

Effects of a Multicourse, Composite Examination Method on the Performance of PharmD Students in a Basic Pharmacokinetics Course

Mehvar

Beuttler

2018

American Journal of Pharmaceutical Education

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Objective. To investigate the effects of multicourse, composite examinations on student performance in a pharmacokinetics course. Methods. A linear, mixed-effects model was used to analyze student performance in identical daily quiz and examination questions in a pharmacokinetics course at two pharmacy schools. The same instructor taught the entire course at both institutions. The only difference between the two courses was the method of administration of examinations between the two school cohorts. Results. Students' scores on identical daily quizzes that were administered similarly to students in both schools were the same. However, student grades on multicourse examinations were significantly lower than those administered as individual course examinations in the other school group. The effect size was 1.15, indicating a large difference between the two cohorts in terms of their examination scores. The mixed-effects model revealed a negligible difference (0.622%) between the two student cohorts in terms of their academic abilities but showed a substantial effect (9.40%) for the examination format in favor of single course assessment. Conclusion. When compared to traditional, individual course examination, multicourse, composite examinations may significantly lower student grades in a pharmacokinetics course.

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Validation of learning assessments: A primer

Peeters

Martin

2017

Currents in Pharmacy Teaching and Learning

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The Validation of a Case-Based, Cumulative Assessment and Progressions Examination

Cited by 9 publications

References 16 publications

Interactive Clinical Avatar Use in Pharmacist Preregistration Training: Design and Review

Interactive Clinical Avatar Use in Pharmacist Preregistration Training: Design and Review

Effects of a Multicourse, Composite Examination Method on the Performance of PharmD Students in a Basic Pharmacokinetics Course

Validation of learning assessments: A primer

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