Southern Illinois University Edwardsville School of Pharmacy, Edwardsville, IL, USA.
Southern Illinois University Edwardsville School of Pharmacy, Edwardsville, IL, USA.
Am J Pharm Educ. 2024 Jan;88(1):100596. doi: 10.1016/j.ajpe.2023.100596. Epub 2023 Sep 29.
This study aimed to understand pharmacy programs' policies and processes of sharing Advanced Pharmacy Practice Experience (APPE) assessment information among preceptors and to determine the types of grading scales currently being used nationally.
A 14-question survey was utilized to collect information on Experiential Education policies and practices regarding APPE evaluations and assessment data sharing. The survey was administered electronically to Experiential Education Administrators at accredited schools of pharmacy nationally and gathered information on approach to APPE assessment, information sharing with future preceptors and open-ended responses on how struggling student learners are supported. Descriptive statistics were used to analyze quantitative responses, while qualitative open-ended comments were analyzed using thematic analysis.
A total of 95 responses were included in the analysis (67.9% response rate). The majority of programs (83.2%) reported not sharing student performance assessments with future preceptors. Themes that emerged from the analysis of open-ended comments included concerns about bias and privacy violations, and the benefits of sharing evaluations for preceptor preparation and longitudinal student growth. The grading approach varied, with 53.7% of programs using traditional tiered letter grades and 45.3% using a pass/fail grading system.
Most pharmacy programs do not share APPE assessment information with future preceptors due to concerns about bias and protecting student privacy. However, programs may be looking for alternative processes that address the need to facilitate student growth and to support struggling learners. Examples shared may provide stimulus and insight for Experiential Education Offices to engage in programmatic discussions about the approach to assessment sharing practices.
本研究旨在了解药学专业实习计划的政策和程序，以共享实习评估信息，并确定全国范围内目前使用的评分量表类型。
采用 14 个问题的调查，收集关于实习教育政策和实践的信息，包括实习评估和评估数据共享。该调查以电子方式向全国认可的药学学校的实习教育管理人员发放，并收集了有关实习评估方法、与未来实习导师分享信息以及支持学习困难学生的开放式回答的信息。使用描述性统计分析对定量回答进行分析，同时使用主题分析对开放式回答的定性评论进行分析。
共纳入 95 份分析（67.9%的回复率）。大多数计划（83.2%）报告不与未来实习导师共享学生表现评估。从对开放式评论的分析中出现的主题包括对偏见和侵犯隐私的担忧，以及共享评估对实习导师准备和学生纵向成长的好处。评分方法多种多样，53.7%的计划使用传统的分层字母等级，45.3%的计划使用通过/失败的评分系统。
由于担心偏见和保护学生隐私，大多数药学实习计划不与未来实习导师共享实习评估信息。然而，计划可能正在寻找替代流程，以满足促进学生成长和支持学习困难学生的需求。共享的例子可能为实习教育办公室提供刺激和见解，以参与关于评估共享实践方法的计划讨论。
