(36) Describing the Current Landscape of Pass/Fail Grading Schemes within Skills-based Pharmacy Curricula.

Objective : To determine the current landscape of pass/fail grading schemes within pharmacy skills-based courses and their impact on faculty and students.

Methods: A mixed methods study design was utilized. A 29-item survey was developed and electronically distributed to AACP Laboratory SIG members. The survey collected data on school demographics, characteristics of skill-based course offerings, remediation practices, and perceptions of how pass/fail grading schemes affect faculty and students. Respondents were invited to participate in semi-structured interviews. Interview data was coded, and thematic analysis was performed. Descriptive statistics were used for survey data analysis.

Results: Fifty-five participants responded to the survey, representing 23 US schools/colleges of pharmacy. Most respondents (82%) indicated they use a traditional grading system for final course grades in skills-based courses and 64% of respondents used pass/fail grading for specific skill assessments such as communication skills or counseling. Approximately 40% of respondents reported using specification grading schemes. Many respondents (70%) noted their institution’s transition to pass/fail grading was initiated by faculty. Faculty perceive that pass/fail grading either makes no difference or positively impacts faculty workload, well-being, creativity, quality of feedback, timeliness of grading, grade grievances, and faculty preparation time. Some faculty (40%) felt pass/fail grading may negatively impact student engagement, motivation, and preparedness. Four participants responded to interview requests to provide additional information, and interview themes included the need for specific, valid rubrics for pass/fail assessment of skills.

Conclusions: There is variability in grading schemes used within skills-based pharmacy curricula. Faculty perceptions of pass/fail grading schemes are positive overall. The most common concerns regarding pass/fail grading schemes include impact on student engagement, motivation, and preparedness.