University of Minnesota, College of Pharmacy, Minneapolis, Minnesota
The Ohio State University, College of Pharmacy, Columbus, Ohio.
Am J Pharm Educ. 2021 Aug;85(7):8447. doi: 10.5688/ajpe8447. Epub 2021 Apr 2.
When students fail to meet minimum competence standards on summative pharmacy skills-based assessments, remediation can be used to ensure student readiness for progression. Skills-based remediation is challenging as a high volume of resources is required to develop an action plan that addresses the heterogeneity in student needs and to create and execute another assessment equivalent to the initial assessment. Although many Doctor of Pharmacy (PharmD) programs face these same challenges, there is no consensus on how to best address them. Recently, faculty from six PharmD programs convened to share ideas and approaches to overcoming these challenges. This commentary aims to define remediation as it pertains to summative skills-based assessments, share our consensus views regarding remediation best practices, and highlight areas where there is more work to be done. Our intent is to advance the ongoing conversation and empower institutions to develop their own effective and impactful skills-based remediation policies, procedures, and activities.
当学生未能达到总结性药学技能评估的最低能力标准时，可以采用补救措施来确保学生为进一步学习做好准备。技能补救具有挑战性，因为需要大量资源来制定行动计划，以满足学生需求的异质性，并创建和执行与初始评估相当的另一个评估。尽管许多药学博士（PharmD）课程都面临着同样的挑战，但对于如何最好地解决这些问题还没有共识。最近，来自六个 PharmD 课程的教师齐聚一堂，分享克服这些挑战的想法和方法。本评论旨在定义总结性基于技能评估的补救措施，分享我们对补救最佳实践的共识观点，并突出需要进一步努力的领域。我们的目的是推进正在进行的讨论，并使各机构能够制定自己的有效和有影响力的基于技能的补救政策、程序和活动。
