An assessment model for multidisciplinary, team-taught integrated pharmacy courses.

Area of Science:

• Pharmacy Education
• Curriculum Development
• Assessment Design

Background:

• Integrated multidisciplinary courses present unique challenges in delivery and assessment.
• Effective assessment is crucial for ensuring comprehensive learning in team-taught pharmacy programs.

Purpose of the Study:

• To design and implement a robust assessment model for integrated, multidisciplinary, team-taught pharmacy courses.
• To enhance the effectiveness of pharmacotherapeutics course delivery through systematic evaluation.

Main Methods:

• Developed an assessment model focusing on aligning learning objectives with examination questions.
• Utilized qualitative assessment of learning objectives, quantitative course-embedded assessment, and subdiscipline-specific examination analysis.
• Gathered data through course evaluations, faculty/coordinator perceptions, and faculty/student focus groups.

Main Results:

• The model facilitated effective content integration and identified content gaps and overlaps.
• Examination analysis and embedded assessments pinpointed unassessed or poorly performing learning objectives.
• Students reported significant professional growth and perceived the course as highly integrated due to improved teaching methods.

Conclusions:

• A systematic assessment model can be standardized for effective delivery of multidisciplinary team-taught courses.
• This model ensures consistent course quality and learning outcomes despite instructor changes.