Rudolph Michael J, Lee Kelly C, Assemi Mitra, Bray Brenda S, Daugherty Kimberly K, Karpen Samuel C, Maerten-Rivera Jaime L, Pavuluri Nina, Sease Julie M, Vellurattil Rosalyn Padiyara, Weck Margaret A
Marshall University School of Pharmacy, One John Marshall Dr., Huntington, WV 25755, United States.
University of California San Diego Skaggs School of Pharmacy & Pharmaceutical Sciences, 9500 Gilman Dr., La Jolla, CA 92093, United States.
Curr Pharm Teach Learn. 2019 Feb;11(2):117-128. doi: 10.1016/j.cptl.2018.11.002. Epub 2018 Nov 22.
Expectations for assessment in higher education have increased in recent decades, prompting institutions to invest additional resources in this area. This study aimed to determine the resources, structure, and perception of assessment resources in United States schools and colleges of pharmacy (S/COPs).
Assessment personnel in S/COPs were surveyed electronically. Information collected included S/COP demographics, composition of assessment positions, experience and training of assessment personnel, and structure and responsibilities of committees engaged in assessment. Respondents' perception of their S/COPs having sufficient assessment personnel, recent changes in assessment, and the factors that prompted assessment changes were also surveyed.
Respondents included individuals from 113 S/COPs (84% response rate). Most S/COPs had 1-2 assessment positions and 1-2 assessment-related committees. The most common assessment position titles were assistant/associate dean, director, coordinator/specialist, and administrative assistant. Dean-level administrators typically had worked in assessment the longest, whereas directors were more likely to have formal assessment training. Most respondents (75%) agreed they had sufficient assessment personnel to meet the 2007 Accreditation Council for Pharmacy Education Standards. Nearly two-thirds of respondents agreed they had sufficient personnel to meet the 2016 Standards and support their current assessment plan/process. Most S/COPs had a formal assessment committee (93%) and an average of two committees overseeing assessment.
Most S/COPs reported having sufficient resources to support assessment activities. Although there were some consistent themes, there does not appear to be a single model for structuring assessment resources or committees. Effectiveness of various assessment structures represents an area for future research.
近几十年来，高等教育对评估的期望有所提高，促使各机构在这一领域投入更多资源。本研究旨在确定美国药学院校（S/COP）的评估资源、结构以及对评估资源的看法。
对S/COP的评估人员进行电子调查。收集的信息包括S/COP的人口统计学数据、评估职位的构成、评估人员的经验和培训，以及参与评估的委员会的结构和职责。还调查了受访者对其所在S/COP是否拥有足够评估人员、评估方面的近期变化以及促使评估变化的因素的看法。
受访者包括来自113所S/COP的人员（回复率为84%）。大多数S/COP有1 - 2个评估职位和1 - 2个与评估相关的委员会。最常见的评估职位头衔是助理/副院长、主任、协调员/专家和行政助理。院长级管理人员通常从事评估工作的时间最长，而主任更有可能接受过正式的评估培训。大多数受访者（75%）认为他们有足够的评估人员来满足2007年药学教育认证委员会的标准。近三分之二的受访者认为他们有足够的人员来满足2016年的标准并支持其当前的评估计划/流程。大多数S/COP有一个正式的评估委员会（93%），平均有两个委员会监督评估工作。
大多数S/COP报告称有足够的资源来支持评估活动。尽管存在一些一致的主题，但似乎不存在构建评估资源或委员会的单一模式。各种评估结构的有效性是未来研究的一个领域。
