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Developing an Assessment Tool to Evaluate Practice-related Skills in an Abilities-based Physical Assessment Laboratory

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Abstract:

Objective: To develop a performance-based assessment tool to measure students’ abilities in demonstrating competency in practice-related physical assessment skills in PY3. Methods: Key abilities required during a given clinic visit utilizing physical assessment skills were identified. A rubric was designed to measure these abilities. A checklist was created as an extension of the rubric specific to the physical assessment being assessed. Self-evaluations of practice-related skills were completed by students before and after each laboratory. A mini-Objective Structured Clinical Examination (OSCE), focused on physical assessment, was incorporated as a final examination. The raters using the assessment tool varied from lab to lab. Effectiveness of the assessment methodology is determined by evaluating student self-assessments and actual grades obtained, using the assessment tool, for student performance in each lab and during the OSCE. Data is being collected over a 2-year time frame. Results: Preliminary data shows that students improved in self-evaluation scores after each laboratory. Student grades for each laboratory closely correlated to respective OSCE grades. Minimal grade intravariability implies objectivity of the assessment tool, despite variability of raters. Student feedback regarding the experience was largely positive. Implications: Standardized patients were needed to assess student abilities in performing these skills. Due to the large class size, students were evaluated in teams of 5 to 7 students every 4 weeks on different skills over 2 semesters. Students were individually evaluated during a final practicum to assure competency. Enlisting PY4 students as teaching assistants strengthened the teaching and learning experience.
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Association:
Name: American Association of Colleges of Pharmacy
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http://www.aacp.org


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URL: http://citation.allacademic.com/meta/p118899_index.html
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MLA Citation:

lee, karen. "Developing an Assessment Tool to Evaluate Practice-related Skills in an Abilities-based Physical Assessment Laboratory" Paper presented at the annual meeting of the American Association of Colleges of Pharmacy, Sheraton San Diego Hotel & Marina, San Diego, California, USA, Jul 05, 2006 <Not Available>. 2013-12-16 <http://citation.allacademic.com/meta/p118899_index.html>

APA Citation:

lee, k. w. , 2006-07-05 "Developing an Assessment Tool to Evaluate Practice-related Skills in an Abilities-based Physical Assessment Laboratory" Paper presented at the annual meeting of the American Association of Colleges of Pharmacy, Sheraton San Diego Hotel & Marina, San Diego, California, USA <Not Available>. 2013-12-16 from http://citation.allacademic.com/meta/p118899_index.html

Publication Type: Abstract
Abstract: Objective: To develop a performance-based assessment tool to measure students’ abilities in demonstrating competency in practice-related physical assessment skills in PY3. Methods: Key abilities required during a given clinic visit utilizing physical assessment skills were identified. A rubric was designed to measure these abilities. A checklist was created as an extension of the rubric specific to the physical assessment being assessed. Self-evaluations of practice-related skills were completed by students before and after each laboratory. A mini-Objective Structured Clinical Examination (OSCE), focused on physical assessment, was incorporated as a final examination. The raters using the assessment tool varied from lab to lab. Effectiveness of the assessment methodology is determined by evaluating student self-assessments and actual grades obtained, using the assessment tool, for student performance in each lab and during the OSCE. Data is being collected over a 2-year time frame. Results: Preliminary data shows that students improved in self-evaluation scores after each laboratory. Student grades for each laboratory closely correlated to respective OSCE grades. Minimal grade intravariability implies objectivity of the assessment tool, despite variability of raters. Student feedback regarding the experience was largely positive. Implications: Standardized patients were needed to assess student abilities in performing these skills. Due to the large class size, students were evaluated in teams of 5 to 7 students every 4 weeks on different skills over 2 semesters. Students were individually evaluated during a final practicum to assure competency. Enlisting PY4 students as teaching assistants strengthened the teaching and learning experience.

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