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Development of a competency-based assessment process for advanced pharmacy practice experiences.

Lilian H Hill1, Jeffrey C Delafuente, Brigitte L Sicat

  • 1College of Education and Psychology, University of Southern Mississippi, USA.

American Journal of Pharmaceutical Education
|December 1, 2006
PubMed
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A new competency-based assessment process for pharmacy education was developed and implemented, showing positive faculty and student feedback and aiding in curriculum evaluation. This approach is a valuable investment for demonstrating graduate clinical competence.

Area of Science:

  • Pharmacy Education
  • Competency-Based Assessment
  • Curriculum Evaluation

Background:

  • Experiential components in pharmacy curricula require effective assessment methods.
  • Traditional assessment may not adequately capture clinical competence.
  • There is a need for robust evaluation of pharmacy graduate preparedness.

Purpose of the Study:

  • To develop and implement a competency-based assessment process.
  • To evaluate the experiential component of a pharmacy curriculum.
  • To provide data for curriculum effectiveness and graduate preparedness.

Main Methods:

  • A consultative approach was used for developing assessment forms and policies.
  • Surveys assessed student and faculty satisfaction with the process.

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  • Iterative revisions were made based on feedback from faculty preceptors and surveys.

    • Main Results:

    • Faculty and student perceptions of the assessment process were generally positive.
    • The process moderately reduced grade inflation.
    • The new system provides valuable data for curriculum evaluation.

    Conclusions:

    • Developing and implementing competency-based assessment requires significant faculty effort.
    • This process is a worthwhile investment for health professions schools.
    • It helps in providing evidence of graduates' clinical competence.