Hernick Marcy, Hylton Ann C, Justice Michael
Appalachian College of Pharmacy, Oakwood, Virginia.
Am J Pharm Educ. 2016 Nov 25;80(9):159. doi: 10.5688/ajpe809159.
To identify and address areas for curricular improvement by evaluating student achievement of expected learning outcomes and competencies on annual milestone examinations. Students were tested each professional year with a comprehensive milestone examination designed to evaluate student achievement of learning outcomes and professional competencies using a combination of multiple-choice questions, standardized patient assessments (SPAs), and objective structured clinical examination (OSCE) questions. Based on student performance on milestone examinations, curricular changes were instituted, including an increased emphasis on graded comprehensive cases, OSCE skills days, and use of patient simulation in lecture and laboratory courses. After making these changes, significant improvements were observed in second and third-year pharmacy students' grades for the therapeutic case and physician interaction/errors and omissions components of the milestone examinations. Results from milestone examinations can be used to identify specific areas in which curricular improvements are needed to foster student achievement of learning outcomes and professional competencies.
通过评估学生在年度里程碑考试中预期学习成果和能力的达成情况，来确定并解决课程改进的领域。在每个专业学年，学生都要参加一次全面的里程碑考试，该考试旨在通过多项选择题、标准化患者评估（SPA）和客观结构化临床考试（OSCE）问题的组合，来评估学生学习成果和专业能力的达成情况。根据学生在里程碑考试中的表现，进行课程改革，包括更加重视分级综合病例、OSCE技能日，以及在讲座和实验课程中使用患者模拟。做出这些改变后，观察到药学专业二年级和三年级学生在里程碑考试的治疗病例以及医生互动/失误与遗漏部分的成绩有显著提高。里程碑考试的结果可用于确定需要进行课程改进的具体领域，以促进学生实现学习成果和专业能力。
