(87) Increasing Assessment for Learning of the Pharmacist Patient Care Process in the Professional Didactic Curriculum

Objective : To enhance assessment for learning of the pharmacist patient care process (PPCP) in historically didactic pharmacotherapy modules.

Methods: Faculty instructors in two modules within the third professional year volunteered for this pilot program. The cardiovascular module developed and utilized two standard PPCP cases, and students submitted their entire care plan. The clinical toxicology module developed and utilized 2 PPCP cases with targeted open-ended questions. An e-rubric was developed within Blackboard using 5 entrustable professional activities and professionalism. Instructors provided individualized student feedback, scored each student using the e-rubric that generated a competency-based level of “novice”, “advanced beginner”, or “competent”. Case debriefs led by the instructor were used to model critical thinking. The EAC Visual Data function within Blackboard was piloted for programmatic student assessment.

Results: Pairing the e-rubric with the EAC Visual Data in Blackboard was an effective way to increase assessment for learning of the PPCP and monitor student performance programmatically. Several challenges were faced with the e-rubric, namely identifying the competency-based assessment levels, establishing the point-based threshold for each, and deciding whether to automate the final competency level versus a subjective summative score. Workload concerns surfaced regarding time spent providing individualized feedback, particularly in clinical toxicology, where a single faculty member assessed each assignment. Using the targeted question style cases allowed for a consistent and understood format for students to submit work but appeared to be a design better suited for beginner learners.

Conclusions: Assessment for learning of the PPCP skill can be increased through integration within modules using tools within Blackboard. Faculty workload, format of submitted work, and competency expectations for each professional year remain challenges to be addressed.