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Pharmacy student performance on constructed-response versus selected-response calculations questions.
Elizabeth A Sheaffer1, Richard T Addo
1Bernard J. Dunn School of Pharmacy, Shenandoah University, Ashburn, VA 20147, USA. esheaffe@su.edu
American Journal of Pharmaceutical Education
|March 6, 2013
Summary
Pharmacy students performed better on selected-response questions than constructed-response questions, despite feeling constructed-response questions better prepared them for healthcare careers. Incorporating more constructed-response methods is recommended for pharmacy education.
Area of Science:
- Pharmacy Education
- Pharmaceutical Calculations
- Assessment Methods
Background:
- Pharmacy curricula are evolving, necessitating adaptation in assessment strategies.
- Understanding the impact of different question formats on student performance is crucial for effective learning.
Purpose of the Study:
- To introduce Doctor of Pharmacy (PharmD) students to changes in calculation question types.
- To compare student performance between constructed-response and selected-response questions in pharmaceutics.
- To gather student feedback on the utilization of diverse question formats.
Main Methods:
- A pharmaceutical calculations examination featuring 15 paired questions (constructed-response and selected-response) was administered.
- Student performance was analyzed across 15 distinct topics.
- An online questionnaire was used to collect student feedback on question types.
Main Results:
- Students scored higher on selected-response questions for 10 out of 15 topics.
- Students achieved higher scores on constructed-response questions for 4 topics.
- Eighty percent of students preferred selected-response questions, while 47.8% believed constructed-response questions better prepared them for healthcare careers.
Conclusions:
- Pharmacy students demonstrate higher accuracy and confidence with selected-response questions.
- Constructed-response questions are perceived as more beneficial for career preparation.
- Pharmacy education should integrate more constructed-response teaching and assessment methods.
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