Lee Kelly C, Rudolph Michael J, Assemi Mitra, Bray Brenda S, Daugherty Kimberly K, Karpen Samuel C, Maerten-Rivera Jaime L, Pavuluri Nina, Sease Julie M, Vellurattil Rosalyn P, Weck Margaret A
University of California San Diego, Skaggs School of Pharmacy & Pharmaceutical Sciences, 9500 Gilman Drive, MC 0657, La Jolla, CA 92093-0657, United States.
University of Kentucky, 549 Patterson Office Tower, Lexington, KY 40506, United States.
Curr Pharm Teach Learn. 2019 Feb;11(2):129-138. doi: 10.1016/j.cptl.2018.11.003. Epub 2018 Nov 23.
Pharmacy education has standards for assessment that must be met, prompting many programs to develop cultures of assessment. This study assesses the extent to which assessment personnel perceive that a culture of assessment has been established within their schools/colleges of pharmacy (S/COPs) and determines whether a relationship exists between assessment structure and the perceived strength of the culture of assessment.
An electronic survey was administered to assessment personnel at 134 S/COPs. Respondents were asked about changes within the past five years pertaining to assessment personnel/committees and factors prompting these changes. They were also asked to rate items related to support for institutional assessment (SIA scale) and faculty engagement with assessment (FEA scale). The reliability of each scale was estimated using Cronbach alpha and bivariate correlations were conducted to estimate the relationships among the two scales and other survey items.
The S/COP response rate was 84% (113/134). Most (58%) noted the formation or re-structuring of the assessment office, with 26% creating one or more new assessment positions. The most common source of change was new accreditation standards (55%) followed by a new leadership position created in assessment (40%). Cronbach alpha for the SIA scale was 0.79 and 0.84 for the FEA scale. Program size was strongly negatively correlated with school age (r = -0.58) and the FEA scale (r = -0.21).
There was a strong relationship between SIA and FEA. Future studies are warranted to determine the interdependency of support for assessment and faculty engagement with assessment.
药学教育有必须达到的评估标准，这促使许多项目培养评估文化。本研究评估了评估人员认为在其药学院校中评估文化已建立的程度，并确定评估结构与评估文化的感知强度之间是否存在关联。
对134所药学院校的评估人员进行了电子调查。受访者被问及过去五年内与评估人员/委员会有关的变化以及促使这些变化的因素。他们还被要求对与机构评估支持（SIA量表）和教师参与评估（FEA量表）相关的项目进行评分。使用克朗巴哈系数估计每个量表的信度，并进行双变量相关性分析以估计两个量表与其他调查项目之间的关系。
药学院校的回复率为84%（113/134）。大多数（58%）指出评估办公室的组建或重组，26%设立了一个或多个新的评估职位。最常见的变化来源是新的认证标准（55%），其次是评估中设立的新领导职位（40%）。SIA量表的克朗巴哈系数为0.79，FEA量表为0.84。项目规模与学校年限（r = -0.58）和FEA量表（r = -0.21）呈强烈负相关。
SIA和FEA之间存在很强的关联。有必要开展进一步研究以确定评估支持与教师参与评估之间的相互依存关系。
