描述以技能为基础的药学课程中合格/不合格评分计划的现状。

IF 1.3 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Currents in Pharmacy Teaching and Learning Pub Date : 2024-10-07 DOI:10.1016/j.cptl.2024.102207

Anna Nogid , Mary E. Fredrickson , Ashleigh L. Barrickman , Courtney L. Bradley , Angelina Vascimini , Ava Jakab

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引用次数: 0

摘要

导言：在药学教育中，为技能型课程学生评分的最佳方法尚未得到充分探讨。本研究旨在评估目前药学技能课程中及格/不及格评分方案的现状，并探讨教师对及格/不及格评分方案的看法：通过电子方式向美国药学院协会实验室特别兴趣小组分发了一份包含 29 个项目的横截面调查。调查收集了人口统计数据、课程评分方案、教师对学生成绩的看法以及实施及格/不及格评分方案的影响。此外，还邀请调查对象参加半结构式访谈，但由于参与人数有限，访谈内容已作总结。调查数据采用描述性统计方法进行分析：55 名参与者对调查做出了回应，他们代表了 23 家药学机构。大多数受访者（82%）对技能型课程的最终成绩采用传统的评分系统。一些受访者（40%）在技能评估中使用规范评分，64%的受访者在评估特定技能时使用及格/不及格评分。大多数受访者认为，改为及格/不及格评分后，教师的工作量、福利、教师的总体创造力、反馈质量、评分的及时性、成绩申诉以及教师的准备时间都有所改善或没有变化。主要的问题是学生的积极性和参与度下降。通过半结构式访谈发现，需要有具体的、经过验证的评分标准，教师的认同非常重要，而且改革对教师的工作量没有影响。此外，还发现了对实习安排和学生积极性的担忧：结论：以技能为基础的药学课程中使用的评分方法存在差异。教师对及格/不及格评分标准的看法总体上是积极的。考虑到采用这种评分方法的院校数量有限，还需要进行更多的研究。

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Describing the current landscape of pass/fail grading schemes within skills-based pharmacy curricula

Introduction

Optimal methods for grading students in skills-based courses within pharmacy education have not been fully explored. This research aimed to assess the current landscape of pass/fail grading schemes within pharmacy skills-based courses and explore faculty perceptions of pass/fail grading schemes.

Methods

A 29-item, cross-sectional survey was electronically distributed to the American Association of Colleges of Pharmacy Laboratory Special Interest Group. The survey collected demographics, course grading schemes, faculty perceptions of student performance, and impact of implementing pass/fail grading schemes. Survey respondents were also invited to participate in semi-structured interviews, which were summarized due to limited participation. Descriptive statistics were used for analysis of survey data.

Results

Fifty-five participants responded to the survey, representing 23 pharmacy institutions. Most respondents (82 %) used a traditional grading system for final course grades in skills-based courses. Some respondents (40 %) used specification grading for skills assessment, and 64 % of respondents used pass/fail grading to assess specific skills. Most respondents perceived that the change to pass/fail grading either improved or made no difference in faculty workload, wellbeing, general faculty creativity, quality of feedback, timeliness of grading, grade grievances, and faculty preparation time. The main concern was decreased student motivation and engagement. Semi-structured interviews identified a need for specific, validated rubrics, importance of faculty buy-in, and lack of impact on faculty workload as a result of the change. Concerns about residency placement and student motivation were also identified.

Conclusion

There is variability in grading schemes used within skills-based pharmacy curricula. Faculty perceptions of pass/fail grading schemes are positive overall. Considering the limited number of institutions utilizing this grading scheme, additional research is needed.

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来源期刊

Currents in Pharmacy Teaching and Learning EDUCATION, SCIENTIFIC DISCIPLINES-

CiteScore

2.10

自引率

16.70%

发文量

192