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Using Standardized Patient Assessment to Measure Terminal Performance Outcomes in the Context of Clinical Care |
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Abstract:
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The school of pharmacy at The University of Kansas, like most successful schools of pharmacy, has a long history of assessing students’ knowledge with multiple-choice or essay-style examinations. These types of assessment are appropriate for evaluating the level of acquisition of specialized knowledge but insufficient to determine if a student can apply the knowledge. These methods of testing, used alone, leave the more advanced, applied skills and outcomes un-assessed.
A trend several years ago in US pharmacy education fostered the incorporation of case study-style exams to better put knowledge assessment in the context of clinical care. Case studies can simultaneously assess the acquisition and retention of knowledge and clinical competence, but lack the live, applied, interactive component, limiting their utility.
To assess multiple dimensions of professional training Standardized Patient (SP) methodology can be added to knowledge assessments and case study-style exams. By introducing SP assessment in our curriculum, emphasis has been shifted to training and assessing advanced care skills before students reach advanced clerkships. This assures previously un-assessed outcomes are met before a student graduates and begins a practice career.
The SP program at KU assures that students are competent in both core knowledge and applied skills by staging SP events that require students to possess specialized knowledge and demonstrate professional judgment. By standardizing the performance of our patients a reliable evaluation of competency can be provided and faculty are assured that students have the requisite skills to provide advanced care upon graduation. |
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Association:
Name: American Association of Colleges of Pharmacy
URL: http://www.aacp.org
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Citation:
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MLA Citation:
| Ragan, Ronald. "Using Standardized Patient Assessment to Measure Terminal Performance Outcomes in the Context of Clinical Care" Paper presented at the annual meeting of the American Association of Colleges of Pharmacy, Disney’s Yacht & Beach Club Resort, Lake Buena Vista, Florida, Jul 14, 2007 <Not Available>. 2011-05-19 <http://www.allacademic.com/meta/p196255_index.html> |
APA Citation:
| Ragan, R. E. , 2007-07-14 "Using Standardized Patient Assessment to Measure Terminal Performance Outcomes in the Context of Clinical Care" Paper presented at the annual meeting of the American Association of Colleges of Pharmacy, Disney’s Yacht & Beach Club Resort, Lake Buena Vista, Florida <Not Available>. 2011-05-19 from http://www.allacademic.com/meta/p196255_index.html |
Publication Type: School Poster
Abstract: The school of pharmacy at The University of Kansas, like most successful schools of pharmacy, has a long history of assessing students’ knowledge with multiple-choice or essay-style examinations. These types of assessment are appropriate for evaluating the level of acquisition of specialized knowledge but insufficient to determine if a student can apply the knowledge. These methods of testing, used alone, leave the more advanced, applied skills and outcomes un-assessed.
A trend several years ago in US pharmacy education fostered the incorporation of case study-style exams to better put knowledge assessment in the context of clinical care. Case studies can simultaneously assess the acquisition and retention of knowledge and clinical competence, but lack the live, applied, interactive component, limiting their utility.
To assess multiple dimensions of professional training Standardized Patient (SP) methodology can be added to knowledge assessments and case study-style exams. By introducing SP assessment in our curriculum, emphasis has been shifted to training and assessing advanced care skills before students reach advanced clerkships. This assures previously un-assessed outcomes are met before a student graduates and begins a practice career.
The SP program at KU assures that students are competent in both core knowledge and applied skills by staging SP events that require students to possess specialized knowledge and demonstrate professional judgment. By standardizing the performance of our patients a reliable evaluation of competency can be provided and faculty are assured that students have the requisite skills to provide advanced care upon graduation. |
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