在模拟的患者计划中,从以积分为基础的评分过渡到修改的通过/失败评分方法.
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
概括
将药学学生转换为模拟患者 (SP) 沟通评估的修改后的通过/失败评分系统,对整体表现的影响最小. 这种分级变化使得药学教育课程中保持了临床评估标准.
科学领域:
- 医学教育 医学教育
- 药房 教育 教育 药房 教育
背景情况:
- 在药学教育中,传统的以分数为基础的评分系统会给学生带来不必要的压力.
- 模拟患者 (SP) 活动对于发展药学学生的沟通和临床技能至关重要.
- 评估分级系统对于优化学习环境至关重要.
研究的目的:
- 评估从以积分为基础的转变到修改过/失败分数系统的SP活动对第一年药房 (P1) 学生成绩的影响.
- 在药学博士 (PharmD) 课程中,在不同的分级结构下比较学生的成绩.
主要方法:
- 收集了两学年的课程数据 (2021-2022以分数为基础,2022-2023修改通过/失败).
- 实施了混合评分方法:通过/失败的沟通,以分数为基础的临床评估 (每一个50%的SP活动等级).
- 使用奇平方测试来比较分级系统中的通过/失败率 (≥70%).
主要成果:
- 在30个评估标题中的27个中没有观察到显著的绩效差异.
- 在两项培训性SP活动中,在分级系统之间发现了通信评估合格率的轻微差异.
- 一项活动的通过率较低,通过/失败分级,而另一项活动的通过率更高.
结论:
- 在SP的沟通评估中,过渡到通过/失败评分方法是成功的.
- 维持临床评估的基于分数的评分对P1学生的成绩产生了最小的影响.
- 修改后的评分系统有效地支持学生在PharmD课程中的学习.
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