Varner LeAnne Honeycutt, Radhakrishnan Remya, Rollins Brent L
PCOM School of Pharmacy-Georgia Campus, 625 Old Peachtree Road N.W., Suwanee, GA 30024, United States.
PCOM School of Pharmacy-Georgia Campus, 625 Old Peachtree Road N.W., Suwanee, GA 30024, United States.
Curr Pharm Teach Learn. 2018 Feb;10(2):165-169. doi: 10.1016/j.cptl.2017.10.003. Epub 2017 Nov 3.
The objective of this study was to gain an understanding of preceptors' grading scale preferences for introductory and advanced pharmacy practice experiences (IPPE/APPE). Secondarily, assess if there is a common grading scale for IPPE/APPE rotations among US pharmacy programs.
An online, 22-item survey questionnaire was sent to all preceptors at a fully accredited school of pharmacy. The survey instrument assessed preceptor attitudes toward the effectiveness of the primary grading scales, letter or pass/no pass. Demographic variables were also assessed, including gender, age, practice setting, years as a preceptor, and annual number of students precepted. In addition, a phone survey was conducted with all pharmacy programs in the United States at the time to assess grading scales used for introductory and advanced pharmacy practice experiences (IPPE/APPEs).
Three hundred sixty-five preceptors responded to the survey questionnaire. Overall, preceptors had more favorable attitudes toward the letter grade system as opposed to the pass/no pass system, and when asked specifically which they preferred, approximately 70% preferred the letter grading system. The phone survey of different pharmacy programs grading systems revealed most use the letter grading system. Fifty-six of 87 responding schools (64%) reported use of a letter grading system, compared to 26 of 87 (30%) using a pass/no pass system and five using 'other variations' (6%).
The majority of preceptors preferred the letter grading system over the pass/no pass system. Familiarity with this system was a contributing factor, as a significant number of preceptors preferred the grading scale they had as a pharmacy student - the letter grade system. This trend mimics current pharmacy school's grading system, as approximately 2/3 currently use a letter grading system to evaluate IPPE/APPEs.
本研究的目的是了解带教老师对基础和高级药学实践经验（IPPE/APPE）评分标准的偏好。其次，评估美国药学专业项目在IPPE/APPE轮转中是否存在通用的评分标准。
向一所完全认证的药学院的所有带教老师发送了一份包含22个项目的在线调查问卷。该调查工具评估了带教老师对主要评分标准（字母评分或通过/不通过）有效性的态度。还评估了人口统计学变量，包括性别、年龄、实践环境、担任带教老师的年限以及每年带教的学生数量。此外，当时对美国所有药学专业项目进行了电话调查，以评估基础和高级药学实践经验（IPPE/APPE）所使用的评分标准。
365名带教老师回复了调查问卷。总体而言，与通过/不通过系统相比，带教老师对字母评分系统的态度更为积极，当被具体问及更喜欢哪种评分系统时，约70%的人更喜欢字母评分系统。对不同药学专业项目评分系统的电话调查显示，大多数使用字母评分系统。87所回复学校中有56所（64%）报告使用字母评分系统，相比之下，87所中有26所（30%）使用通过/不通过系统，5所使用“其他变体”（6%）。
与通过/不通过系统相比，大多数带教老师更喜欢字母评分系统。对该系统的熟悉是一个促成因素，因为相当数量的带教老师更喜欢他们作为药学专业学生时所使用的评分标准——字母评分系统。这一趋势与当前药学院的评分系统相似，因为目前约三分之二的药学院使用字母评分系统来评估IPPE/APPE。
