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Transitioning From Points-Based Grading to a Modified Pass/Fail Grading Approach in a Simulated Patient Program.

Emily J Ashjian1, Molly Genereaux1, Amy N Thompson1

  • 1Department of Clinical Pharmacy, University of Michigan College of Pharmacy, Ann Arbor, MI, USA.

American Journal of Pharmaceutical Education
|January 11, 2024
PubMed
Summary

Transitioning pharmacy students to a modified pass/fail grading system for simulated patient (SP) communication assessments minimally impacted overall performance. This grading change maintained clinical assessment standards in the PharmD curriculum.

Keywords:
Communication skillsPass/failPharmacySimulated patientStandardized patient

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Area of Science:

  • Medical Education
  • Pharmacy Education

Background:

  • Traditional points-based grading systems in pharmacy education can create undue student stress.
  • Simulated patient (SP) activities are crucial for developing communication and clinical skills in pharmacy students.
  • Evaluating grading systems is essential for optimizing learning environments.

Purpose of the Study:

  • To assess the effect of shifting from points-based to a modified pass/fail grading system for SP activities on first-year pharmacy (P1) student performance.
  • To compare student outcomes under different grading structures within a Doctor of Pharmacy (PharmD) curriculum.

Main Methods:

  • Collected course data from two academic years (2021-2022 points-based, 2022-2023 modified pass/fail).
  • Implemented a hybrid grading approach: pass/fail for communication, points-based for clinical assessments (each 50% of SP activity grade).
  • Utilized chi-square tests to compare pass/fail rates (≥70%) across grading systems.

Main Results:

  • No significant performance differences were observed in 27 out of 30 assessment rubrics.
  • Slight variations in communication assessment pass rates were noted in two formative SP activities between grading systems.
  • One activity showed lower pass rates with pass/fail grading, while another showed higher rates.

Conclusions:

  • The transition to a pass/fail grading approach for SP communication assessments was successful.
  • Maintaining points-based grading for clinical assessments had minimal impact on P1 student performance.
  • The modified grading system effectively supported student learning in the PharmD program.