American journal of pharmaceutical education
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Formative assessment is critical for deliberate improvement, development and growth. While not entirely synonymous, assessment for learning (AFL) is an approach using formative assessment to specifically improve students' learning. ⋯ For example, using a developmental portfolio with iterative reflective-writings (formative), PharmD students showed qualitative development in the "professionalism" competency (summative; ACPE Standard 4.4). (In parallel, this development in professionalism was confirmed quantitatively.) An AFL approach can complement other assessments; it can be integrated with other summative assessments into a multi-method assessment program, wherein developmental portfolio sections could be used for a few specific competencies. While AFL is not a one-size-fits-all silver bullet approach for programmatic assessment, it is one notable robust tool to employ.
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Metacognition is an essential skill in critical thinking and self-regulated, lifelong learning. It is important for learners to have skills in metacognition because they are used to monitor and regulate reasoning, comprehension, and problem-solving, which are fundamental components/outcomes of pharmacy curricula. ⋯ These skills are developed through intentional questioning, modeling techniques, and reflection. This article discusses key background literature on metacognition and identifies specific methods and strategies to develop learners' metacognitive skills in both the classroom and experiential settings.
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Objectives. To identify peer reviewer and peer review characteristics that enhance manuscript quality and editorial decisions, and to identify valuable elements of peer reviewer training programs. Methods. ⋯ Hands-on experience with review activities (88%) and exposure to good and bad reviews (88%) were identified as very valuable to peer reviewer development. Conclusion. Reviewers, individuals involved in faculty development, and journals should work to assist new reviewers in defining focused areas of expertise, building knowledge in these areas, and developing critical analysis skills.
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Objective. To compare learning outcomes achieved from a pharmaceutical calculations course taught in a traditional lecture (lecture model) and a flipped classroom (flipped model). Methods. ⋯ Conclusion. Within a 6 week course of study, use of a flipped classroom improves student pharmacy calculation skill achievement relative to a traditional lecture andragogy. Further study is needed to determine if the effect is maintained over time.