(432) Leveraging Technology for Enhanced Pharmacy Education Assessment

Primary Author(s)

Roy Kanbar, DPharm, PhD

Associate Professor / Associate Dean for Academic Affairs
School of Pharmacy Lebanese American University, Lebanon

Co-Author(s)

RE

Reine El Khoury, BS, MS

Assessment Officer
Lebanese American University, Lebanon
HD

Hani Dimassi, BS, MPH, PhD

Associate Professor, Chair of Assessment and Evaluation Committee
Lebanese American University, Lebanon
AM

Aline Milane, DPharm, PhD

Associate Professor
Lebanese American University, Lebanon
HM

Hanine Mansour, PharmD, BCPS, BCIDP

Clinical Associate Professor
Lebanese American University, Lebanon
Wissam Kabbara, PharmD, BCPS

Clinical Associate Professor
Lebanese American University, Lebanon

Co-Author(s)

Naser Alsharif, PharmD, MS, PhD (he/him/his)

Professor and Dean
Lebanese American University
Byblos, Lebanon

Objective:
This work aims to enhance assessment processes through the implementation of an individual assessment plan focused on monitoring students' attainment of CAPE educational outcomes (EO) using technology.

Method:
A comprehensive assessment dashboard was developed to integrate diverse performance indicators spanning from P1 to P4, encompassing experiential rotations, interprofessional activities, co-curricular self-reflections, OSCEs, and select didactic courses. The dashboard captures essential student information, including identification details, professional year, relevant courses, assessment tools, competencies assessed, and corresponding weight assigned to each performance indicator. Faculty aligned each indicator with specific EO, creating a longitudinal assessment framework across professional years. Data from multiple sources were combined to generate a score per EO, per professional year for each student. The performance indicator for each EO is set at 70% of the total score of mapped competencies.

Results:
Analysis was performed on a cohort of 61 P1 pharmacy students from the 2020-21 academic year till graduation. For each student, individual EO was assessed across multiple courses (range: from 3 to 11) and using multiple data points (range: from 10 to 79). For instance, students’ achievement of EO 2.1 was evaluated twice during P1, four times during P2, seven times during P3, and at least once during each P4 Advanced Pharmacy Practice Experience rotation. Triangulation of multiple assessment data sources ensured validity and reliability of the results. Comparisons were drawn between scores of high- and low-performing students and the EO score was correlated with students' Grade Point Average, further validating the findings.

Conclusion:
The integration of technology facilitates tracking of individual student achievement of the EO, providing actionable insights for faculty to tailor interventions and support students' development.