Improving the Remediation Process for Skills-based Laboratory Courses in the Doctor of Pharmacy Curriculum
Author
Chen, Jennifer SMatthews, David E
Van Hooser, Jared
Knockel, Laura E
Lintner, Kim
Stoa, Morgan
Woodyard, Jamie L
Tran, Deanna
Date
2021-09-20Journal
American Journal of Pharmaceutical EducationPublisher
American Association of Colleges of PharmacyType
Article
Metadata
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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.Identifier to cite or link to this item
http://hdl.handle.net/10713/16724ae974a485f413a2113503eed53cd6c53
10.5688/ajpe8447
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