Texas A&M Health Science Center Irma Lerma Rangel College of ...
6 pages
English

Texas A&M Health Science Center Irma Lerma Rangel College of ...

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Description

Texas A&M Health Science Center
Irma Lerma Rangel College of Pharmacy
Comprehensive Benchmark Assessment Protocol
Rev: 19APR06
A key responsibility of the College of Pharmacy is to benchmark student progress through the
professional curriculum and to assess student learning. The primary purposes of the Comprehensive
Benchmark Assessment Protocol are to obtain data on:
• Student mastery of knowledge
• Student mastery of ability to use knowledge
• Student performance in an authentic context
These valuation points are scheduled throughout the curriculum at strategic times in order to
promote progression from a dependent learner to an independent learner. Encouraging planned
review and reflection on previously taught course material is a method of positive reinforcement,
better learning, and builds a student’s confidence and knowledge base in foundation courses.
The benefits of these milemarker activities are that:
• Data collected can be used to develop and implement effective measures to improve
performance in these areas and enhance student progression through the program.
• Reviewing course material during the summer (or other “off time”) can be expected to
improve knowledge retention, prepare students better for the next sequence of courses or
Advanced Pharmacy Practice Experiences (APPEs), increase progression rates, and improve
®NAPLEX scores.
• Self-directed learning skills are enhanced when students prepare for an out-of-the-classroom
examination.
• Results can ...

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Texas A&M Health Science Center Irma Lerma Ranel Collee of Pharmac Comprehensive Benchmark Assessment Protocol
Rev: 19APR06
A key responsibility of the College of Pharmacy is to benchmark student progress through the professional curriculum and to assess student learning. The primary purposes of the Comprehensive Benchmark Assessment Protocol are to obtain data on: Student mastery of knowledge Student mastery of ability to use knowledge Student performance in an authentic context These valuation points are scheduled throughout the curriculum at strategic times in order to promote progression from a dependent learner to an independent learner. Encouraging planned review and reflection on previously taught course material is a method of positive reinforcement, better learning, and builds a students confidence and knowledge base in foundation courses.
The benefits of these milemarker activities are that: Data collected can be used to develop and implement effective measures to improve performance in these areas and enhance student progression through the program. Reviewing course material during the summer (or other “off time”) can be expected to improve knowledge retention, prepare students better for the next sequence of courses or Advanced Pharmacy Practice Experiences (APPEs), increase progression rates, and improve ® NAPLEX scores. Self-directed learning skills are enhanced when students prepare for an out-of-the-classroom examination. Results can serve as an objective gauge of the curriculums success in improving knowledge, skills, and attitudes of students. Involvement in these assessment activities will help demonstrate the interrelationship among courses in the curriculum and how course material can be applied to patient settings.
As this is a doctorial program, annual evaluation of student achievement and learning should be expected. The Benchmark points are set to demonstrate that learning does not end when a specific course is over or in May when the academic year ends. It also shows that knowledge gained from a course has applicability outside of the confines of that class.
Each of the first three years milemarker activities is a required component of the Forum / Portfolios / Professional Development Series. In other words, each student must perform satisfactorily in the pertinent assessment activities in order to receive a passing grade in the respective semesters course. Additionally, passing the P3 Benchmark Assessment Activity is a mandatory pre-requisite to participation in the Advanced Pharmacy Practice Experiences. The P4 Benchmark Activity is part of the Pharmacy Capstone class and passing it is a graduation requirement.
Colleges Outcome Assessment Committee (OAC) The assessment activities will examine the expected course outcomes of the students at the various levels in the curriculum and construct the assessment activities in a comprehensive, longitudinal manner. The OAC is responsible for developing and grading the measurement activities and is composed of faculty members involved in teaching the relevant courses, preceptors, practitioners,
2 other faculty members, and representative(s) from the Office of Academic Affairs. Questions and assessment activities will be developed from the proficiencies, curricular outcomes, and terminal behavior objectives of all courses offered in that year. A modified Angoff*or other psychometrically determined score will be used to determine a competent level of mastery (see later for an explanation of this process). Faculty advisors will receive their respective students scores and progress notes on the Annual Benchmark Assessments from the Associate Dean of Academic Affairs within the prescribed timeframe. A notice will go out informing students that the results of the assessment activities are ready and that they should make an appointment with their advisor to discuss their performance and what the next steps are. It is important that this conference is set-up in advance and not done on a “drop-in” basis. This procedure is specifically designed to optimize student learning.
The Assessment Activities will primarily consist of: case-based, multiple-choice questions; pharmaceutical calculations problems; translations; definitions; and objective structured clinical examinations (OSCEs).
There will be four (4) Benchmark points in the curriculum. Each of the last three years milemarker activities will build on the previous ones. All of these assessments will have formative (in that it provides feedback to students on areas of strengths and weaknesses) and summative components.
Annual Benchmark Assessment I The Annual Benchmark Assessment I will be administered prior to the start of P2 classes. All of the P1 courses must be satisfactorily completed before a student can participate in any of the assessment activities.
There will be specific focus areas on the assessment although they might not be obvious to the student (e.g., questions from specific areas will be mixed). The assessment will test cumulative knowledge in five (5) focus areas. It is important to note that some courses may have multiple foci. Following is a tentative list of focus areas with possible weighting. The OAC will determine the specific content and the point breakdown based on student abilities.
Focus Area I: Patient Care Focus Area II: Foundation Sciences and Research Focus Area III: Therapeutics Focus Area IV: Pharmacy Practice & Management Focus Area V: Professionalism
Students who successfully pass Annual Benchmark Assessment I will be eligible to receive a grade of “S” in Forum / Student Portfolios / Professional Development III course (assuming satisfactory completion of other course requirements).
Students failing to achieve a satisfactory score (performing below the minimum competency) on Annual Benchmark Assessment I will be required to complete remediation assignments in the areas of deficiencies (see Remediation Process section later). These will receive a grade of “U” in Forum
3 / Student Portfolios / Professional Development II course, which will changed to an “S” upon satisfactory completion of all remediation assignments. Annual Benchmark Assessment II The Annual Benchmark Assessment II will be administered prior to the start of P3 classes. It is anticipated that approximately twenty-five percent (25%) of the assessment questions / activities will cover material from the five focus areas of Annual Benchmark Assessment I. All of the P2 courses must be satisfactorily completed before a student can participate in any of the assessment activities.
There will be specific focus areas on the assessment although they might not be obvious to the student (e.g., questions from specific areas will be mixed). The assessment will test cumulative knowledge in five (5) focus areas. It is important to note that some courses may have multiple foci. Following is a tentative list of focus areas with possible weighting. The OAC will determine the specific content and the point breakdown based on student abilities.
Focus Area I: Patient Care Focus Area II: Foundation Sciences and Research Focus Area III: Therapeutics Focus Area IV: Pharmacy Practice & Management Focus Area V: Professionalism
Students who successfully pass Annual Benchmark Assessment II will be eligible to receive a grade of “S” in Forum / Student Portfolios / Professional Development V course (assuming satisfactory completion of other course requirements).
Students failing to achieve a satisfactory score (performing below the minimum competency) on Annual Benchmark Assessment II will be required to complete remediation assignments in the areas of deficiencies (see Remediation Process section later). These students will receive a grade of “U” in Forum / Student Portfolios / Professional Development V course, which will changed to an “S” upon satisfactory completion of all remediation assignments.
Annual Benchmark Assessment III This assessment seeks to evaluate the end results of teachings from the first three professional years and determine if the students learning and knowledge retention is sufficient to progress onto the APPEs. Annual Benchmark Assessment III will be given near the end of the P3 year (or soon after finals). The exact date will be set each year and included on the Academic Calendar. It is anticipated that up to twenty-five percent (25%) of the assessment questions / activities will cover material from the five focus areas of Annual Benchmark Assessment II and Annual Benchmark Assessment I. All of the first semester P3 courses must be satisfactorily completed before a student can participate in any of the assessment activities.
There will be specific focus areas on the assessment although they might not be obvious to the student (e.g., questions from specific areas will be mixed). The assessment will test cumulative knowledge in five (5) focus areas. It is important to note that some courses may have multiple foci. Following is a tentative list of focus areas with possible weighting. The OAC will determine the specific content and the point breakdown based on student abilities.
Focus Area I: Patient Care Focus Area II: Foundation Sciences and Research Focus Area III: Therapeutics Focus Area IV: Pharmacy Practice & Management Focus Area V: Professionalism
Students who successfully pass Annual Benchmark Assessment III will be able to begin their APPEs on time (the following summer semester) as long as they meet all of the other experiential requirements. Additionally, they will be eligible to receive a grade of “S” in Forum / Student Portfolios / Professional Development VI course (assuming satisfactory completion of other course conditions). Scores from the Annual Benchmark Assessment III may be included as one of the criteria for determining elective experiences.
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Students failing to achieve a satisfactory score (performing below the minimum competency) on Annual Benchmark Assessment III will be required to retake the entire assessment activity prior to the start of May rotations. Those students who do not pass this second attempt will be required to engage in the formal remediation process during the summer. They may not be allowed to register for APPEs until completing the summer remediation and passing Annual Benchmark Assessment III. Additionally, the student will receive a grade of “U” in Forum / Student Portfolios / Professional Development VI course, which will changed to an “S” upon satisfactory completion of all remediation assignments. Students who fail to pass the Annual Benchmark Assessment III activities after two (2) attempts must appear before the Standing Credentialing Committee in order to ascertain what the next steps are.
Annual Benchmark Assessment IV Annual Benchmark Assessment IV is standardized, performance-based assessment given at the end of the Advanced Pharmacy Practice Experiences to evaluate whether the students have attained the desired competencies prior to graduation. It will be given during the first week of the Pharmacy Capstone \ Pharmacy Rounds II course and will be designed to be similar in format and difficulty to © the national licensing exam (NAPLEX). All of the P4 courses (excluding Pharmacy Capstone) must be satisfactorily completed before a student can participate in any of the assessment activities.
Students who successfully pass Annual Benchmark Assessment IV will be able to graduate the following month (May) as long as they meet all of the other graduation requirements. Additionally, they will be eligible to receive a grade of “S” in the Pharmacy Capstone course (assuming satisfactory completion of other course conditions).
Students failing to achieve a satisfactory score (performing below the minimum competency) on Annual Benchmark Assessment IV will be required to retake the entire assessment activity within three weeks and fully participate in the Pharmacy Capstone course. Those students who do not pass this second attempt will NOT be able to graduate in May. Additionally, the student will receive a grade of “U” in Pharmacy Capstone course, which will changed to an “S” upon satisfactory completion of all remediation assignments. Those students who do not pass this second attempt will be required to appear before the Academic and Professional Standing Committee in order to ascertain what the next steps are.
Formal Remediation Process A student not meeting or exceeding minimal competency on Annual Benchmark Assessment I and/or II will be required to complete specific remediation assignments. Particular areas of
5 deficiency will be determined by reviewing the students performance on questions associated with certain foci and courses. A score below the set minimum competency level will be an indication of an area of deficiency (some leeway will be granted for foci in which a very small number of questions or activities appear as part of the Benchmark Assessment). The student will be required to submit evidence of mastery of the listed proficiencies for the determined area(s) of deficiency to their Faculty Advisor by the prescribed due date. As part of the task, the student must include a signed statement that says “this work represents my own, individual effort”. Evidence of mastery of a subject will consist of a written response to all of the specific course(s) proficiencies as found in the College of Pharmacys Curricular Goals and Expected Competency document. Evidence of mastery of a subject could consist of an essay, bulleted points, or statements detailing information on all pertinent proficiencies.
As part of the normal course of faculty advisor discussions, students not passing the Annual Benchmark Assessments I and/or II will be asked to sign a note agreeing to the terms of the Remediation Process and the consequences of failing to meet these conditions. Remediation work may be scanned through the Colleges anti-plagiarism software in order to maintain the integrity of the process.
Those students who do not pass this second attempt will be required to appear before the Academic and Professional Standing Committee in order to ascertain what the next steps are. A student not meeting or exceeding minimal competency on Annual Benchmark Assessments III and/or IV after the second attempt will be required to appear before the Academic and Professional Standing Committee in order to ascertain what the next steps are. These prescribed corrective activities will be done under the direct auspices of the students Faculty Advisor and follow a prearranged and agreed upon timeline.
Informal Remediation Process It is possible that a student who performs satisfactorily on a particular Benchmark Assessment may demonstrate weakness in a focus area or discipline. There is a special component of the Student Portfolio that asks for documentation of building up weak knowledge-based areas. It is important for the student to work with his / her faculty advisor closely in strengthening this confirmed focus area of “interest”.
*Modified Angoff Calculations The modified Angoff scores are calculated through a process that uses a group of experts in the field (in house faculty and others) to review each question on the assessment based on the following criterion: what percentage of minimally competent students would be expected to get this question correct. The scores from the group of experts for each question are tallied by dropping the highest and lowest marks and averaging the others. For each focus area (or course), a mean of these average percentages that should get the questions correct is used as the competency level. In actuality, since most students should be above average, the scores should be higher than this set minimal level. Over time, the level of actual performance of our students can be used in this determination as well.
Texas A&M Health Science Center Irma Lerma Ranel Collee of Pharmac Benchmark Assessment Agreement
REMEDIATION PROCESS
As a student not meeting or exceeding the minimum competency level on Benchmark Assessment (#), I acknowledge that I am required to submit evidence of mastery of the proficiencies associated with my identified areas of weakness (listed below). The identified deficit areas are associated with a specific course or courses. Evidence of mastery of a subject will consist of a written response to the specific course(s) proficiencies as found in the College of Pharmacys Curricular Goals and Expected Competency document.
This assignment must be satisfactorily completed, represent my own, individual effort, and be submitted by the deadline given below. I understand that failure to meet any of the deadlines listed below or turning in unsatisfactory or incomplete work will result in a grade of “U” in Forum / Student Portfolios / Professional Development _(#)_course and will affect my progression.
Remediation Areas: {to be completed by the OAC}
Deadlines: {to be determined by the OAC}
Failure to complete the requirements will result in me being unable to resister for or attend the spring 20xx courses. I accept the above conditions and understand the consequences for failing to meet them.
Student Name
Faculty Advisor
 Signature
 Signature
 Date
 Date
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