Objectives: To identify instructional and assessment problems leading to pharmacy students' failure to retain pharmacokinetics abilities into the experiential year and develop an instructional methodology and abilities-based assessment tool to address the problem.
Methods: Pharmacokinetic instructional methods were assessed and an abilities-based assessment tool was developed and utilized as a requirement for curricular progression. Both the instructional methodology and the assessment tool were evaluated using abilities-based outcomes and faculty surveys.
Assessment: Both instructional methods and assessment methods improved student pharmacokinetic skill performance in the direct patient-care environment.
Conclusions: Continual assessment, modification, and implementation of teaching methods and the adoption of a high-stakes abilities-based assessment impacted student learning in a problem-based, integrated course.
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| http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2661168 | PMC |
| http://dx.doi.org/10.5688/aj7206146 | DOI Listing |
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