Eugene Applebaum College of Pharmacy and Health Sciences, Wayne State University, Detroit, Michigan.
Harper University Hospital, Detroit, Michigan.
Am J Pharm Educ. 2019 Oct;83(8):6963. doi: 10.5688/ajpe6963.
To validate a problem-based learning (PBL) evaluation checklist to assess individual Doctor of Pharmacy (PharmD) students' performance in a group. In 2013, a performance checklist was developed and standardized. To evaluate the reliability and discriminant validity of the checklist, pharmacy students' evaluation scores from 2015-2016 were assessed along with overall program grade point averages (GPA), and scores on knowledge and problem-solving examinations. Predictive analysis software was used to analyze the data. Seventy facilitators generated 1506 evaluation reports for 191 (90 third-year and 101 second-year) students over eight PBL cases. The mean (SD) total score was 40.6 (2.5) for P3s and 39.1 (2.7) for P2s out of a possible 44.2 points. Students' scores improved each semester. Interrater reliability based on intraclass correlation coefficient for all cases was 0.67. Internal reliability as determined by Cronbach alpha was >0.7 for all binary checklist items across all cases. Discriminant validity assessed using Pearson correlation coefficient showed that the total score from the checklist did not correlate with knowledge or problem-solving examination scores. This unique PBL checklist proved to be a reliable and valid tool to assess student performance in small group sessions in a PharmD curriculum.
为了验证基于问题的学习（PBL）评估清单，以评估药学博士（PharmD）学生在小组中的个人表现。2013 年，开发并标准化了一份表现清单。为了评估清单的可靠性和判别有效性，评估了 2015-2016 年药学学生的评估分数，以及总体课程平均绩点（GPA），以及知识和解决问题考试的分数。使用预测分析软件分析了数据。70 名辅导员为 191 名学生（90 名三年级和 101 名二年级）在 8 个 PBL 案例中生成了 1506 份评估报告。三年级学生的总分为 40.6（2.5），二年级学生的总分为 39.1（2.7），满分为 44.2 分。学生的分数每学期都有所提高。所有案例的组内相关系数（ICC）的评分者间可靠性为 0.67。所有案例中所有二进制清单项目的 Cronbach 阿尔法的内部可靠性均大于 0.7。使用 Pearson 相关系数评估的判别有效性表明，清单的总分与知识或解决问题考试的分数没有相关性。这种独特的 PBL 清单被证明是一种可靠且有效的工具，可以评估 PharmD 课程中小组会议中学生的表现。
