Whitley Heather P, Parton Jason M
Harrison School of Pharmacy, Auburn University, Auburn, Alabama ; Montgomery Family Medicine Residency Program, Baptist Health System, Montgomery, Alabama.
Culverhouse College of Commerce and Business Administration, The University of Alabama, Tuscaloosa, Alabama.
Am J Pharm Educ. 2014 Sep 15;78(7):140. doi: 10.5688/ajpe787140.
To adapt a classroom assessment technique (CAT) from an anthropology course to a diabetes module in a clinical pharmacy skills laboratory and to determine student knowledge retention from baseline.
Diabetes item stems, focused on module objectives, replaced anthropology terms. Answer choices, coded to Bloom's Taxonomy, were expanded to include higher-order thinking. Students completed the online 5-item probe 4 times: prelaboratory lecture, postlaboratory, and at 6 months and 12 months after laboratory. Statistical analyses utilized a single factor, repeated measures design using rank transformations of means with a Mann-Whitney-Wilcoxon test.
The CAT revealed a significant increase in knowledge from prelaboratory compared to all postlaboratory measurements (p<0.0001). Significant knowledge retention was maintained with basic terms, but declined with complex terms between 6 and 12 months.
The anthropology assessment tool was effectively adapted using Bloom's Taxonomy as a guide and, when used repeatedly, demonstrated knowledge retention. Minimal time was devoted to application of the probe making it an easily adaptable CAT.
将人类学课程中的一种课堂评估技术（CAT）改编应用于临床药学技能实验室的糖尿病模块，并确定学生从基线起的知识保留情况。
以模块目标为重点的糖尿病题目题干取代了人类学术语。根据布鲁姆教育目标分类法编码的答案选项被扩展，以纳入高阶思维。学生在4个时间点完成在线5项测试：实验前讲座、实验后、实验后6个月和12个月。统计分析采用单因素重复测量设计，使用均值的秩变换和曼-惠特尼-威尔科克森检验。
与所有实验后测量结果相比，CAT显示实验前到实验后的知识有显著增加（p<0.0001）。基本术语的知识保留情况良好，但复杂术语在6至12个月间有所下降。
以布鲁姆教育目标分类法为指导，有效地改编了人类学评估工具，反复使用时可证明知识保留情况。应用该测试所花时间最少，使其成为一种易于改编的CAT。
