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Biological Sciences

(191) Lessons Learned in the Development and Administration of Digital Biweekly Composite Exams for Pharmacy Students

    Primary Author(s)

  • Kaci Bohn, PhD

    Associate Professor
    Texas Tech University Health Sciences Center Jerry H.Hodge School of Pharmacy
    Amarillo, Texas, United States

    • Co-Author(s)

  • Sivaramakrishna Koganti, PhD (he/him/his)

    School of Pharmacy Director of Testing and Assistant Professor
    Texas Tech University Health Sciences Center Jerry H. Hodge School of Pharmacy
    Dallas, Texas, United States

  • Rebecca Sleeper, PharmD, FCCP, FASCP, FTSHP, BCPS

    Professor and Senior Associate Dean Curriculum, Assessment and Accreditation
    Texas Tech University Health Sciences Center
    Lubbock, United States

Objective :

Objective: The school of Pharmacy uses a biweekly composite exam model on multiple campuses to assess course performance in the Pre-APPE pharmacy curriculum. Our aim is to describe a best practice model for composite exam structure, organization, and administration, and to present outcome data that has driven refinement of this model.

Methods:

Methods: Literature was searched for exam best practices including number of assessment items, exam duration, and average time spent per item. This information was combined with TTUHSC experiences from the previous 5 years like work hours associated with exam preparation/administration and faculty proctoring load. We then developed timelines for exam building, item review prior to administration, and dissemination of exam data to faculty while considering faculty proctoring load and maintaining student satisfaction. ExamSoft digital assessment platform was used for exam administration.

Results:

Results: The 16 week semester allows 8-biweekly composite exams creating data points every two weeks for monitoring student success. Logistical data includes exam duration, number of items, deadlines for item creation, student download timeframe, and confirmation of exam upload. Guidelines were created in awareness of faculty workload for exam item creation, analysis of exam data, turnaround time for scores to students, and handling of exam absences. Student outcomes were not negatively impacted and student responses indicate a preference for this model.

Conclusions:

Conclusions: Successful implementation of the biweekly composite exams was refined through learned experiences and outcomes data. The results at TTUHSC can now be shared with other institutions seeking to implement a similar examination format. This summary identifies significant considerations to address and best practices learned for successful development and execution of the biweekly digital composite format.