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Pharmaceutical care plan examinations to identify students at risk for poor performance in advanced pharmacy practice

Vaughn L Culbertson¹

¹College of Pharmacy, Idaho State University, Pocatello, ID 83209-8333, USA. vculb@pharmacy.isu.edu

American Journal of Pharmaceutical Education

|February 14, 2009

Abstract

Objectives:

To evaluate early predictors of advanced pharmacy practice experience (APPE) performance using either timed pharmaceutical care plan (TPCP) reports of 4 case histories or traditional lecture-based pharmacotherapy course examinations.

Methods:

Statistical process control (SPC) methods were used to identify a group of third-year pharmacy students "at risk" for poor APPE performance (defined as an APPE grade point average of < 3.0). Examination scores from an integrated lecture-based pharmacotherapy sequence were used for comparison.

Results:

TPCP scores but not lecture-based examination scores successfully identified 6 of 10 students who ultimately performed poorly in their APPEs.

Conclusion:

Adaptation of SPC methods to assess student performance during problem-based learning (PBL) case reports is a useful technique for identifying students "at risk" for poor APPE performance.

Keywords:

advanced pharmacy practice experience assessment performance pharmaceutical care problem-based learning problem-solving

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