Jacob Sabrina Anne, Power Ailsa, Portlock Jane, Jebara Tesnime, Cunningham Scott, Boyter Anne C
BPharm (Hons), MPharm (Clinical Pharmacy), PhD (Clinical Pharmacy). Teaching associate. Strathclyde Institute of Pharmacy and Biomedical Sciences, University of Strathclyde, 161 Cathedral St, Glasgow G4 0RE, Scotland. UK.
BSc (Hons), MSc (Clinical Pharmacy), PhD (Clinical Pharmacy). Associate Post Graduate Pharmacy Dean. NHS Education for Scotland, 89 Hydepark St, Glasgow G3 8BW. UK.
Pharm Pract (Granada). 2021 Oct-Dec;19(4):2482. doi: 10.18549/PharmPract.2021.4.2482. Epub 2021 Dec 15.
To obtain feedback from experiential leaning (EL) leads about how competency-based assessments could be undertaken by EL facilitators, and to scope existing EL assessment structures in undergraduate Masters in Pharmacy (MPharm) programmes across the United Kingdom (UK).
A cross-sectional survey was conducted utilizing a nine-item on-line survey, consisting of five open-ended and four closed-ended question. All UK universities with MPharm programmes (n=30) were invited to participate in the survey. Variables of interest were perceptions on activities and competencies that could be assessed by EL facilitators. The survey utilised a 5-point Likert-type response ranging from strongly disagree to strongly agree. Other variables of interest were tools/methods that could be used to assess competency, and perceived advantages and disadvantages of the proposed methods, the latter two captured via open-ended questions.
Of the 21 universities that responded (Response rate: 70%), 17 were included in the final analysis. Fourteen of the 17 (82.4%) offered the 4-year programme, while 3 (17.6%) offered both the 4-year and 5-year integrated programme. Assessments were mainly undertaken by university staff (59%), with minimal amounts undertaken during EL (39%). There was unanimous agreement (100%) that facilitators could assess students' communication skills and professionalism during EL. No consensus, however, was achieved with regard to the tool(s) or method(s) to be used to assess student's competencies. There were 13 responses to the open-ended comments. An advantage noted was that EL facilitator assessment of students would allow for more accurate evaluation of students in the practice setting, while acknowledging barriers such as the burden of time and the lack of consistency in marking. To address this lack of consistency, the majority highlighted the need for facilitator training.
Minimal assessments are currently undertaken during EL, with students predominantly assessed on return to the university. No consensus could be achieved with regard to the tool(s) or method(s) to be used to assess students' competencies, suggesting that perhaps there is no one-size-fits-all, and that the tools and methods used should be informed by the competencies being assessed.
获取体验式学习（EL）负责人关于EL促进者如何进行基于能力的评估的反馈，并梳理英国本科药学硕士（MPharm）课程中现有的EL评估结构。
采用一项包含九个项目的在线调查进行横断面研究，该调查由五个开放式问题和四个封闭式问题组成。邀请了所有开设MPharm课程的英国大学（n = 30）参与调查。感兴趣的变量包括对EL促进者可以评估的活动和能力的看法。该调查采用从强烈不同意到强烈同意的5点李克特式回答。其他感兴趣的变量包括可用于评估能力的工具/方法，以及所提议方法的感知优点和缺点，后两者通过开放式问题获取。
在回复的21所大学中（回复率：70%），17所被纳入最终分析。17所中的14所（82.4%）提供四年制课程，而3所（17.6%）提供四年制和五年制综合课程。评估主要由大学工作人员进行（59%），在EL期间进行的评估量很少（39%）。大家一致认为（100%）促进者可以在EL期间评估学生的沟通技巧和专业素养。然而，对于用于评估学生能力的工具或方法未达成共识。对开放式评论有13条回复。指出的一个优点是，EL促进者对学生的评估将允许在实践环境中对学生进行更准确的评估，同时认识到诸如时间负担和评分缺乏一致性等障碍。为了解决这种缺乏一致性的问题，大多数人强调了促进者培训的必要性。
目前在EL期间进行的评估很少，学生主要在回到大学时接受评估。对于用于评估学生能力的工具或方法未达成共识，这表明可能没有一刀切的方法，并且所使用的工具和方法应根据所评估的能力来确定。
