Pre- and Post-Rotation Assessment of Pharmacy Student Learning Associate Professor Jill S. Burkiewicz Pharm.D. and B.C.P.S
Associate Professor Dr. Susan P. Bruce
Assistant Professor Julie A. Weberski Pharm.D
Assistant Professor Janet L. Ritter Pharm.D. and B.C.P.S. and C.D.E.
Assistant Professor Angela H. Sohn Pharm.D
pages: 83 - 96
- DOI: 10.1300/J060v12n02_06
- Version of record first published: 26Apr2006
This study aims to examine the value and viability of implementation and maintenance of an assessment tool for clinical rotations. Specifically, the objective of the study was to determine if student post-test scores were significantly and consistently higher at the conclusion of the rotation as compared with pre-test scores on an ambulatory care knowledge assessment. Pharmacy practice faculty members developed learning objectives and multiple-choice questions (MCQ) for commonly encountered topics in disease state management. Questions were pilot tested, stratified by difficulty level and randomized into assessments for the testing phase. Students (n = 53) completed ten MCQ in each of three topic areas for a total of thirty questions on the first day of rotation. Scores were reviewed with students. Thirty questions of similar difficulty level were administered during the last week of a five-week rotation. Overall improvements from pre-test to post-test scores were statistically significant (p < 0.001). Statistically significant improvements from pre-tests to post-tests were noted in the areas of diabetes, dyslipidemia, and anticoagulation (p < 0.001). Administering a standardized assessment tool provides quantitative and qualitative benefits to students and preceptors including (1) identification of deficiencies in pharmacotherapy knowledge base early in the rotation, (2) ability for students to tailor self-learning activities to address those deficiencies during the rotation, and (3) provision of additional evidence to the students supporting their accomplishments on rotation.