Abstract
Objective. To evaluate the impact of repeated simulations and testing on the pharmacy practice skills development of third-year doctor of pharmacy (PharmD) students. Design. A pharmacy practice skills laboratory was redesigned to reinforce skills development and enhance retention. Timed, repeated learning experiences that increased in complexity throughout the semester were used to test student knowledge, skills, and abilities. Assessment. Over a 5-year period, scores from skills-based activities deemed essential to professional practice and repeated 4 or more times in the course were analyzed. There was a significant improvement in scores on drug utilization reviews and patient counseling simulations despite the increasing difficulty and complexity of the medication problems presented (p
| Original language | English |
|---|---|
| Article number | 130 |
| Journal | American Journal of Pharmaceutical Education |
| Volume | 77 |
| Issue number | 6 |
| DOIs | |
| State | Published - 2013 |
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All Science Journal Classification (ASJC) codes
- Pharmacology, Toxicology and Pharmaceutics(all)
- Education
- Medicine(all)
Cite this
Repeated testing to improve skills in a pharmacy practice laboratory course. / Begley, Kimberley J.; Monaghan, Michael S.; Qi, Yongyue.
In: American Journal of Pharmaceutical Education, Vol. 77, No. 6, 130, 2013.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Repeated testing to improve skills in a pharmacy practice laboratory course
AU - Begley, Kimberley J.
AU - Monaghan, Michael S.
AU - Qi, Yongyue
PY - 2013
Y1 - 2013
N2 - Objective. To evaluate the impact of repeated simulations and testing on the pharmacy practice skills development of third-year doctor of pharmacy (PharmD) students. Design. A pharmacy practice skills laboratory was redesigned to reinforce skills development and enhance retention. Timed, repeated learning experiences that increased in complexity throughout the semester were used to test student knowledge, skills, and abilities. Assessment. Over a 5-year period, scores from skills-based activities deemed essential to professional practice and repeated 4 or more times in the course were analyzed. There was a significant improvement in scores on drug utilization reviews and patient counseling simulations despite the increasing difficulty and complexity of the medication problems presented (p
AB - Objective. To evaluate the impact of repeated simulations and testing on the pharmacy practice skills development of third-year doctor of pharmacy (PharmD) students. Design. A pharmacy practice skills laboratory was redesigned to reinforce skills development and enhance retention. Timed, repeated learning experiences that increased in complexity throughout the semester were used to test student knowledge, skills, and abilities. Assessment. Over a 5-year period, scores from skills-based activities deemed essential to professional practice and repeated 4 or more times in the course were analyzed. There was a significant improvement in scores on drug utilization reviews and patient counseling simulations despite the increasing difficulty and complexity of the medication problems presented (p
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UR - http://www.scopus.com/inward/citedby.url?scp=84881485645&partnerID=8YFLogxK
U2 - 10.5688/ajpe776130
DO - 10.5688/ajpe776130
M3 - Article
VL - 77
JO - American Journal of Pharmaceutical Education
JF - American Journal of Pharmaceutical Education
SN - 0002-9459
IS - 6
M1 - 130
ER -