Impact of a Practical Skills Assessment on the Individual Engagement of Undergraduate Pharmacy Students within Laboratory Coursework Sessions

Abstract

This study reports on the learner impact, practicability and cost effectiveness of an individual practical skills test designed to assess the interpretative and manipulative skills of undergraduate pharmacy in a laboratory setting. The reliability of the assessment tool across a 5 year period was examined and refinements introduced in response to constructive feedback from colleagues and learner feedback recorded via end of year Student Evaluation Questionnaires. A blended learning strategy supported the needs of multiple learning styles and inclusion of a formative assessment increased student confidence and improved cohort performance in the summative assessment. Future directions include the introduction of a peer learning activity as a means of reducing group sizes and providing an opportunity for the learners to develop skills in constructive critique and reflective learning.

Share and Cite:

Boyle, S. (2012). Impact of a Practical Skills Assessment on the Individual Engagement of Undergraduate Pharmacy Students within Laboratory Coursework Sessions. Creative Education, 3, 908-911. doi: 10.4236/ce.2012.326137.

Conflicts of Interest

The authors declare no conflicts of interest.

References

[1] Biggs, J. B. (2003). Teaching for quality learning at university (2nd ed.) Buckingham: Society for Research into Higher Education and Open University Press.
[2] Black, P., & William, D. (1998) Assessment of classroom learning. Assessment in Education, 5, 7-74. doi:10.1080/0969595980050102
[3] Bloxham, S., & Boyd, P. (2007). Developing effective assessment in higher education: A practical guide. New York, NY: McGraw-Hill International.
[4] Bruner, J. & Olson, D. (1973) Learning through experience and learning through media. Prospects, 3, 20-38. doi:10.1007/BF02196942
[5] Dunn, K. E., & Mulvenon, S. W. (2009). A critical review of research on formative assessment: The limited scientific evidence of the impact of formative assessment in education. Practical Assessment, Re- search and Evaluation, 14, 1-11.
[6] General Pharmaceutical Council (2011). Future pharmacists: Standards for the initial education and training of pharmacists. URL (last checked 14 August 2012). http://www.pharmacyregulation.org/sites/default/files/GPhC_Future_Pharmacists.pdf
[7] Harden, R. M., & Stamper, N. (1999). What is a spiral curriculum? Medical Teacher, 21, 141-143. doi:10.1080/01421599979752
[8] Juwah, C. (2000). The quality spiral for assessment. Aberdeen: The Ro- bert Gordon University Year of Assessment.
[9] Juwah, C. (2003). Using peer assessment to develop skills and capabilities. USDLA Journal, 17, 1-11.
[10] Miller, J. (1990). The assessment of clinical skills, competence, performance. Academic Medicine, 65, s63-s67. doi:10.1097/00001888-199009000-00045
[11] Taras, M. (2002). Using assessment for learning and learning from assessment. Assessment & Evaluation in Higher Education, 27, 501-510. doi:10.1080/0260293022000020273
[12] The Quality Assurance Agency for Higher Education (2002). Pharmacy. URL. http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/pharmacy.pdf

Copyright © 2021 by authors and Scientific Research Publishing Inc.

Creative Commons License

This work and the related PDF file are licensed under a Creative Commons Attribution 4.0 International License.