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为药学四年级学生开发,实施和评估定制的口头里程碑补救检查程序
K Ashley Garling1, Kathryn Litten1, Holli Temple1
1Pharmacy Practice, The University of Texas at Austin, College of Pharmacy, 2409 University Ave., Austin, TX 78712, United States of America.
Currents in pharmacy teaching & learning
|July 13, 2024
概括
药学学生在里程碑考试中失败,现在可以参加高风险的口头考试,以证明毕业能力. 这种口头评估为需要通过高级药房实践经验 (APPE) 的学生提供了可行的途径.
科学领域:
- 药房 教育 教育 药房 教育
- 学生的评估 学生的评估
- 专业能力评估 专业能力评估
背景情况:
- 药学教育认证委员会要求学生药剂师进行绩效评估.
- 四年制药学生 (P4s) 必须通过一个里程碑考试 (P4ME) 从德克萨斯大学奥斯制药学院毕业.
- P4ME包括成人医学,门诊护理,社区和医院药房等部分.
研究的目的:
- 概述教师制定一个高风险的P4里程碑口头考试的过程.
- 评估口头考试作为一个评估工具,为学生谁没有多选题P4ME.
- 确定实施此类考试的经验教训和最佳实践.
主要方法:
- 开发一个以案例为基础的口头考试,用于P4学生谁失败了化P4ME.
- 实施一个独特的标题,以评估学生在口头考试中的表现.
- 对参加口头考试过程的学生的结果进行分析.
主要成果:
- 口头考试成功地区分了有资格毕业的P4和需要重复APPE的P4.
- 教师确定了关键的经验教训,包括尽量减少教师出席,缩短考试时间和标准化过程.
- 由主题专家领导的修复和独特的评估标题是积极的方面.
结论:
- P4口头里程碑考试是一个可行的评估工具,用于那些表现不佳的学生初始和化多选项P4ME.
- 口头考试提供了一个结构化的方法来确定毕业的最低能力.
- 标准化和有针对性的补救对于口头考试过程的有效性至关重要.
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