(128) Student Performance and Perceptions Following Implementation of a New Drug Competency Assessment (DCA) Sequence

Objective : Evaluate the impact of a Drug Competency Assessment (DCA) sequence integrating low-stakes weekly quizzes and high-stakes summative exams to enhance basic drug knowledge of the most commonly prescribed medications.

Methods: In response to feedback on the existing Top 200 assessment sequence that used drug cards as study aides, drug information was consolidated into a "master" spreadsheet to aid studying for DCAs in fall 2023. The revised DCA sequence included 10 weekly quizzes per semester in P1, P2, and P3 labs (10% of the lab grade) and a high-stakes summative exam (another 10% of the lab grade) at semester's end. Students scoring below 70% on the exam were required to remediate. Students were provided a table of what content would be tested over each week/semester, categorized by therapeutic class, with different types of drug information split into Tier 1, 2, 3, or 4 categories. Post-fall 2023 semester, P2 and P3 student perceptions were evaluated using a 12-question instrument.

Results: First-attempt pass rates for the DCA summative exam were 86.8%, 100%, and 100% for P1 (N=38), P2 (n=41), and P3 (n=56) classes, respectively. The student survey had a response rate of 76% (103/135). Positive feedback indicated that quizzes made material more manageable, reducing cramming and stress, and that the master spreadsheet was preferred over previous drug cards for its simplicity. Negative feedback was related to quiz frequency, assessment conflicts, and content retention concerns.

Conclusions: The DCA program's first implementation saw successful passing rates for P2 and P3 students, with positive feedback on manageability and stress reduction. P1 outcomes were weaker, indicating room for improvement. Despite positive responses, concerns about long-term retention highlight areas needing further investigation.