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“Triple Jump” Summative Evaluation: A Strategy for Longitudinal Assessment of Student Academic Progress.

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Abstract:

Background: Our didactic coursework is organized into four longitudinal Tracks; Biological Sciences, Pharmaceutical Sciences, Social, Behavioral & Administrative Sciences, and Clinical Sciences. Student progress is assessed through formative evaluation, but assessment of integration across Tracks, and academic and clinical development through P1 and P2, required a novel form of assessment. We devised a “Triple-Jump” Summative Evaluation (TJSE) to assess students’ knowledge, critical thinking and clinical competence. Methods: The TJSE was adapted from a similar assessment strategy used at Harvard Medical School, and integrates subject matter into a case-based examination. On Day 1, we administer case-based closed- and open-book examinations focused on fundamental principles, critical thinking and information retrieval. On Day 2, an Objective Structured Clinical Examination (OSCE) evaluates clinical competence. Day 1 performance strands include knowledge & comprehension, analysis & synthesis, and organization & clarity. The OSCE evaluates communication skills, professionalism, knowledge and overall presentation. Students receive report cards providing scores (4 = outstanding to 1 = insufficient) for each strand in each Track and the OSCE. Results: Analysis revealed significant differences between strands. The mean score for knowledge across all Tracks was 2.9 ± 0.8. This was significantly greater than scores for analysis (2.56 ± 0.86; p<0.0001, t-Test) or organization (2.73 ± 0.76; p<0.001, t-Test). Within some Tracks, there were significant differences between closed and open-book assessment for analysis, but not for organization (p > 0.05). Conclusion: Baseline data from Fall 2005 showed differences across performance domains and between Tracks.
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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/p126600_index.html
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MLA Citation:

McDonald, Karna., Perry, Paul., Knapp, Katherine. and Evans, David. "“Triple Jump” Summative Evaluation: A Strategy for Longitudinal Assessment of Student Academic Progress." 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/p126600_index.html>

APA Citation:

McDonald, K. , Perry, P. , Knapp, K. and Evans, D. J. , 2006-07-05 "“Triple Jump” Summative Evaluation: A Strategy for Longitudinal Assessment of Student Academic Progress." 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/p126600_index.html

Publication Type: School Poster
Abstract: Background: Our didactic coursework is organized into four longitudinal Tracks; Biological Sciences, Pharmaceutical Sciences, Social, Behavioral & Administrative Sciences, and Clinical Sciences. Student progress is assessed through formative evaluation, but assessment of integration across Tracks, and academic and clinical development through P1 and P2, required a novel form of assessment. We devised a “Triple-Jump” Summative Evaluation (TJSE) to assess students’ knowledge, critical thinking and clinical competence. Methods: The TJSE was adapted from a similar assessment strategy used at Harvard Medical School, and integrates subject matter into a case-based examination. On Day 1, we administer case-based closed- and open-book examinations focused on fundamental principles, critical thinking and information retrieval. On Day 2, an Objective Structured Clinical Examination (OSCE) evaluates clinical competence. Day 1 performance strands include knowledge & comprehension, analysis & synthesis, and organization & clarity. The OSCE evaluates communication skills, professionalism, knowledge and overall presentation. Students receive report cards providing scores (4 = outstanding to 1 = insufficient) for each strand in each Track and the OSCE. Results: Analysis revealed significant differences between strands. The mean score for knowledge across all Tracks was 2.9 ± 0.8. This was significantly greater than scores for analysis (2.56 ± 0.86; p<0.0001, t-Test) or organization (2.73 ± 0.76; p<0.001, t-Test). Within some Tracks, there were significant differences between closed and open-book assessment for analysis, but not for organization (p > 0.05). Conclusion: Baseline data from Fall 2005 showed differences across performance domains and between Tracks.

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