Experiential Education, Pharmacotherapeutics and Clinical Research, University of South Florida Taneja College of Pharmacy, Tampa, FL, United States.
Pharmacotherapeutics and Clinical Research, University of South Florida Taneja College of Pharmacy, Tampa, FL, United States.
Curr Pharm Teach Learn. 2023 Jun;15(6):599-606. doi: 10.1016/j.cptl.2023.06.009. Epub 2023 Jun 22.
Pharmacy capstone exams are an example of an assessment strategy to evaluate student competency and practice-readiness. Capstone exam processes have been discussed in the literature; however, description of format, evolution of the process, and implementation in the year prior to rotations is lacking. This manuscript discusses the development, implementation, and utilization of a third professional year pharmacy capstone exam to assess advanced pharmacy practice experience (APPE) readiness.
A pharmacy year three (PY3) capstone exam was initially developed prior to enrollment of the inaugural graduating class. Since the first iteration, utility has remained the same, but the overall development and implementation process has evolved due to changes in programmatic and student learning outcomes, curricular mapping, student and faculty feedback, and practice expectations.
The entities responsible for exam implementation perceive faculty and students have a positive perception of the exam evolution and improvements implemented. Specifically, feedback from students and faculty mentioned clear expectations, comfort with the new capstone exam process, and an appreciation for the focus on interrater reliability. As assessment is an iterative process, quality improvement strategies continue to be implemented to address feedback regarding the PY3 capstone exam.
Purposeful utilization of capstone exams in the third year is one method to assess APPE readiness. Sharing one college's experience with the evolution of such an exam, quality improvement methods, and experience in implementing reliability and validity measures may provide a model for institutions to implement similar assessment methods efficiently.
药剂学顶点考试是评估学生能力和实践准备情况的评估策略的一个例子。文献中已经讨论了顶点考试过程；然而，缺乏关于格式、过程演变以及在轮转前一年实施的描述。本文讨论了第三年药学顶点考试的开发、实施和利用，以评估高级药学实践经验（APPE）的准备情况。
在第一届毕业班级入学之前，最初开发了药学三年级（PY3）顶点考试。自首次迭代以来，效用保持不变，但由于课程计划和学生学习成果、课程映射、学生和教师反馈以及实践期望的变化，整体发展和实施过程发生了演变。
负责考试实施的实体认为教师和学生对考试的演变和实施的改进有积极的看法。具体来说，学生和教师的反馈提到了明确的期望、对新顶点考试过程的舒适感，以及对评分者间可靠性的重视。由于评估是一个迭代过程，因此继续实施质量改进策略，以解决有关 PY3 顶点考试的反馈。
在第三年有目的地使用顶点考试是评估 APPE 准备情况的一种方法。分享一所学院在这种考试的演变、质量改进方法以及实施可靠性和有效性措施方面的经验，可能为其他机构提供一种高效实施类似评估方法的模式。
