Bernard J. Dunn School of Pharmacy, Shenandoah University, Ashburn, VA 20147, USA.
Am J Pharm Educ. 2013 Feb 12;77(1):6. doi: 10.5688/ajpe7716.
Objective. To introduce PharmD students to changes in calculations question types (constructed-response versus selected-response questions); measure and compare student performance on constructed-response and selected-response questions in a pharmaceutics course; and collect student feedback on the use of differing question types.Methods A pharmaceutics/pharmaceutical calculations examination was administered that included 15 pairs of questions; each pair consisted of a constructed-response question and a similar selected-response question. An online questionnaire was conducted to collect student feedback.Results. Of the 15 topics, the class scored higher on the constructed-response question for 4 topics and higher on the selected-response question for 10 topics. Eighty percent of the class preferred selected-response questions, although 47.8% felt constructed-response questions better prepared them for a career in healthcare.Conclusions. Students correctly answered more selected-response questions than constructed-response questions and felt more confident in doing so. Additional constructed-response teaching and testing methods should be incorporated into pharmacy education.
目的。使药学博士学生了解计算问题类型的变化（基于构建的响应与基于选择的响应问题）；衡量和比较药剂学课程中基于构建的响应和基于选择的响应问题的学生表现；并收集学生对不同问题类型的使用的反馈。
方法。进行了一项药剂学/药物计算考试，其中包括 15 对问题；每对都由一个基于构建的响应问题和一个类似的基于选择的响应问题组成。进行了在线问卷调查以收集学生的反馈。
结果。在 15 个主题中，有 4 个主题的学生在基于构建的响应问题上的得分更高，有 10 个主题的学生在基于选择的响应问题上的得分更高。尽管 47.8%的学生认为基于构建的响应问题能更好地为他们的医疗保健事业做准备，但 80%的学生更喜欢基于选择的响应问题。
结论。学生回答基于选择的响应问题的正确率高于基于构建的响应问题，并且对此更有信心。应将更多的基于构建的响应教学和测试方法纳入药学教育。
