(345) Comparison of Self, Peer, Near-Peer, and Faculty Assessment of a High-Stakes Patient Counseling Training Simulation

Objective : Performance-based assessments (PBAs) are high-stakes, skills-based assessments that aid in the evaluation of student progression toward practice readiness. PBAs are traditionally evaluated by faculty, and there is currently no literature regarding the use of self, peer, and near-peer evaluation for preparation of a PBA. Given the assessment is high-stakes, the addition of a simulated PBA could provide students a practice opportunity to familiarize themselves with the assessment structure. The purpose of this study was to compare asynchronous self, peer, near-peer, and faculty assessments of a simulated patient counseling PBA station designed to prepare students for a PBA.

Methods: Second-year professional pharmacy students in a pharmacy skills laboratory course participated in a “Training PBA” three weeks prior to their PBA in the Fall of 2023. The Training PBA was identical in structure to the PBA with different scenarios, and the patient counseling station was recorded. The student, a peer classmate, a near-peer, and a faculty member evaluated the recorded video using a standardized analytical checklist. Scores were collected and will be analyzed for differences between groups using paired t-tests and a repeated measures ANOVA test. Additionally, a 46-item survey was distributed to students, and select responses related to perceived accuracy and usefulness of feedback from the Training PBA will be evaluated. This study was deemed IRB exempt by the Purdue University Institutional Review Board.

Results: A majority of students were female (64%) and White (67%) with a mean reported age of 21. Final results are being analyzed.

Conclusions: The authors anticipate results will identify group(s) that may reliably evaluate a PBA using a standardized analytical checklist. Final conclusions will be presented at the AACP Annual Meeting.