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    Improving the Remediation Process for Skills-based Laboratory Courses in the Doctor of Pharmacy Curriculum

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    Author
    Chen, Jennifer S
    Matthews, David E
    Van Hooser, Jared
    Knockel, Laura E
    Lintner, Kim
    Stoa, Morgan
    Woodyard, Jamie L
    Tran, Deanna
    Date
    2021-09-20
    Journal
    American Journal of Pharmaceutical Education
    Publisher
    American Association of Colleges of Pharmacy
    Type
    Article
    
    Metadata
    Show full item record
    See at
    https://doi.org/10.5688/ajpe8447
    Abstract
    When students fail to meet minimum competence standards on summative pharmacy skills-based assessments, remediation can be used to ensure student readiness for progression. Skills-basedrem ediation is challenging as a high volume of resources is required to develop an action plan that addresses the heterogeneity in student needs and to create and execute another assessment equivalent to the initial assessment. Although many Doctor of Pharmacy (PharmD) programs face these same challenges, there is no consensus on how to best address them. Recently, faculty from six PharmD programs convened to share ideas and approaches to overcoming these challenges. This commentary aims to define remediation as it pertains to summative skills-based assessments, share our consensus views regarding remediation best practices, and highlight areas where there is more work to be done. Our intent is to advance the ongoing conversation and empower institutions to develop their own effective and impactful skills-based remediation policies, procedures, and activities.
    Rights/Terms
    © 2021 American Association of Colleges of Pharmacy.
    Keyword
    competence
    remediation
    skills
    skills lab
    Identifier to cite or link to this item
    http://hdl.handle.net/10713/16724
    ae974a485f413a2113503eed53cd6c53
    10.5688/ajpe8447
    Scopus Count
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