• Am J Pharm Educ · Nov 2014

    Outcomes of Individualized Formative Assessments in a Pharmacy Skills Laboratory.

    • Tyler Harris Gums, Erika L Kleppinger, and Benjamin Y Urick.
    • University of Iowa, Iowa City, Iowa.
    • Am J Pharm Educ. 2014 Nov 15; 78 (9): 166.

    ObjectiveTo determine the effectiveness of an individualized teaching method in a pharmacy skills laboratory.DesignAll third-year students enrolled in an Accreditation Council for Pharmacy Education (ACPE) accredited doctor of pharmacy program (n=150) received an individual formative assessment from clinical pharmacists on communication skills and clinical competency after the students counseled standardized mock glaucoma patients during a laboratory focused on alternative dosing formulations. Objective structured clinical examination (OSCE) scores for this station from the 2012 and 2013 classes were compared before and after the intervention.AssessmentOphthalmic OSCE station scores were higher after the individual formative feedback intervention. Students in 2013 had a mean score of 83.2 ± 8.3% compared to a mean of 74.3 ± 12.9% in 2012 for this OSCE station. The percentage of students receiving an "A" on the OSCE station increased from 8.1% to 31.3% after the intervention.ConclusionIndividualized formative teaching methods benefited students in both their communication skills and clinical assessment. Future research should focus on wider implementation and overcoming obstacles, such as increased facilitator needs.

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