Ferris State University College of Pharmacy, Grand Rapids, Michigan
Ferris State University College of Pharmacy, Grand Rapids, Michigan.
Am J Pharm Educ. 2023 Apr;87(4):ajpe9002. doi: 10.5688/ajpe9002. Epub 2022 Nov 14.
To describe the composition of an advanced pharmacy practice experience (APPE) readiness assessment plan (APPE-RAP) along with initial findings following retrospective application to a cohort of students. The APPE-RAP uses existing summative assessment data within the ExamSoft platform on six skills and 12 ability-based outcomes from the pre-APPE curriculum. Thresholds were created to sort students into three readiness categories for skills and knowledge, determine overall readiness, and identify need for curricular review. Students that completed their third professional year in spring 2021 served as the pilot cohort. The APPE-RAP was applied after the cohort progressed to APPEs to analyze appropriateness of categorization and revise the plan before full implementation. The APPE-RAP was applied to 131 students that progressed to APPEs in spring 2021. Overall, 87.9% were APPE ready for all skills and aggregate knowledge. Two skills met criteria for curricular review. Seven students (5.3%) were categorized as red on at least one skill after one remediation attempt. Nine students (7%) were categorized as red on an aggregate knowledge-based ability-based outcomes (ABO) evaluation. Four students (3.1%) did not pass one of their first two experiential rotations. Using a red categorization on aggregate knowledge as a risk indicator identified APPE failure with 94% specificity and a 98% negative predictive value. Existing assessment data may be leveraged to identify assessment targets to help quantify APPE readiness. Further research is warranted to identify additional assessment thresholds that enhance quantification of APPE readiness as well as the impact of focused remediation on attainment of APPE readiness.
描述高级药学实践经验 (APPE) 准备评估计划 (APPE-RAP) 的组成，以及在回顾性应用于一组学生后的初步发现。APPE-RAP 使用 ExamSoft 平台上现有的总结性评估数据，评估 12 项基于能力的预 APPE 课程成果和 6 项技能。创建了阈值，将学生分为技能和知识的三个准备类别，确定总体准备情况，并确定课程审查的需求。完成 2021 年春季第三年专业课程的学生作为试点组。在该组进入 APPE 后，应用 APPE-RAP 来分析分类的适当性，并在全面实施之前修改计划。APPE-RAP 应用于 131 名在 2021 年春季进入 APPE 的学生。总体而言，87.9%的学生在所有技能和综合知识方面都具备 APPE 准备。有两个技能符合课程审查标准。在一次补救尝试后，有 7 名学生（5.3%）在至少一项技能上被归类为红色。有 9 名学生（7%）在基于综合知识的基于能力的成果 (ABO) 评估中被归类为红色。有 4 名学生（3.1%）未能通过前两个实习轮转中的一个。使用综合知识的红色分类作为风险指标，识别 APPE 失败的特异性为 94%，阴性预测值为 98%。现有的评估数据可用于识别评估目标，以帮助量化 APPE 准备情况。需要进一步研究以确定其他评估阈值，以增强 APPE 准备情况的量化，并研究集中补救对实现 APPE 准备情况的影响。
