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Instrumentation for comparing student and faculty perceptions of competency-based assessment
1College of Pharmacy, The Ohio State University, Columbus, OH 43210, USA. kelley.168@osu.edu
American Journal of Pharmaceutical Education
|March 3, 2007
Summary
Student and faculty perceptions of professional competency delivery and achievement in a Doctor of Pharmacy program were compared. This data aids in accountability and curriculum enhancement for pharmacy education.
Area of Science:
- Pharmacy Education
- Curriculum Development
- Competency-Based Education
Background:
- Professional competencies are crucial for Doctor of Pharmacy (PharmD) program graduates.
- Assessing the delivery and achievement of these competencies is vital for program evaluation.
Purpose of the Study:
- To compare student and faculty perceptions of professional competency delivery and achievement in a PharmD program.
- To provide data for accountability and curricular improvement.
Main Methods:
- A survey instrument based on learning theory and program-specific competency statements was developed.
- The survey was administered to students and faculty within a PharmD program.
Main Results:
- The study reports the number of competencies delivered by program year.
- It details the percentage of students and faculty reporting competency delivery and achievement.
- Differences in perceptions between students and faculty were analyzed.
Conclusions:
- Faculty and student perceptions offer valuable insights into PharmD program curricular outcomes.
- Gathering these perception data supports accreditation requirements and facilitates curriculum improvement.
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