Mylan Pharmaceuticals, Inc., Morgantown, WV, USA.
Am J Pharm Educ. 2013 May 13;77(4):81. doi: 10.5688/ajpe77481.
Objective. To evaluate pharmacy students' self-assessment skills with an electronic portfolio program using mentor evaluators. Design. First-year (P1) and second-year (P2) pharmacy students used online portfolios that required self-assessments of specific graded class assignments. Using a rubric, faculty and alumni mentors evaluated students' self-assessments and provided feedback. Assessment. Eighty-four P1 students, 74 P2 students, and 59 mentors participated in the portfolio program during 2010-2011. Both student groups performed well overall, with only a small number of resubmissions required. P1 students showed significant improvements across semesters for 2 of the self-assessment questions; P2 students' scores did not differ significantly. The P1 scores were significantly higher than P2 scores for 3 questions during spring 2011. Mentors and students had similar levels of agreement with the extent to which students put forth their best effort on the self-assessments. Conclusion. An electronic portfolio using mentors based inside and outside the school provided students with many opportunities to practice their self-assessment skills. This system represents a useful method of incorporating self-assessments into the curriculum that allows for feedback to be provided to the students.
目的。使用导师评估员评估药剂学专业学生的电子档案计划中的自我评估技能。
设计。第一年（P1）和第二年（P2）的药学专业学生使用在线档案夹，要求对特定评分作业进行自我评估。使用评分表，教师和校友导师评估学生的自我评估并提供反馈。
评估。2010-2011 年，84 名 P1 学生、74 名 P2 学生和 59 名导师参加了该档案计划。两个学生群体总体表现良好，仅需少量重新提交。P1 学生在两个学期的 2 个自我评估问题上均有显著提高；P2 学生的分数没有显著差异。在 2011 年春季，P1 学生的分数在 3 个问题上明显高于 P2 学生的分数。导师和学生对学生在自我评估中付出最大努力的程度有相似的认同水平。
结论。使用校内外导师的电子档案夹为学生提供了许多练习自我评估技能的机会。该系统代表了一种将自我评估纳入课程的有用方法，可以为学生提供反馈。
