Comparison of electronic versus paper rubrics to assess patient counseling experiences in a skills-based lab course

• Published in: Currents in pharmacy teaching and learning Vol. 9; no. 6; pp. 1117 - 1122
• Main Authors: Haack, Sally, Fornoff, Anisa, Caligiuri, Frank, Dy-Boarman, Eliza, Bottenberg, Michelle, Mobley-Bukstein, Wendy, Bryant, Ginelle, Bryant, Andrew
• Format: Journal Article
• Language: English
• Published: United States Elsevier Inc 01-11-2017
• Subjects: Adult; Clinical Competence - standards; Cohort Studies; Counseling - methods; Counseling - standards; Curriculum - trends; Educational Measurement - methods; Educational Measurement - standards; Feedback; Female; Humans; Lab; Male; Patient counseling; Rubrics; Students, Pharmacy - statistics & numerical data; Surveys and Questionnaires; Technology; Lab; Feedback; Technology; Rubrics; Patient counseling
• ISSN: 1877-1297; 1877-1300
• DOI: 10.1016/j.cptl.2017.07.001

To evaluate an electronic counseling rubric to facilitate timely student feedback and explore differences in student performance, student anxiety, and self-perceived preparedness in a high stakes practical exam when using a paper rubric versus an electronic rubric.
Two cohorts of students in the third professional year were evaluated using the same rubric criteria: cohort 1 (n = 97) used traditional paper rubrics and cohort 2 (n = 104) used electronic rubrics. Cohorts were surveyed to measure anxiety and perceived preparedness in patient counseling skills one week prior to a practical exam, and cohort responses were compared. Student practical exam performance was also compared between the two cohorts.
Results showed no significant relationship between electronic rubric use and student anxiety (p = 0.07) or student exam performance [average score 53.42 points (SD 3.65) and 53.93 points (SD 3.78) in Cohort 1 and Cohort 2, respectively]. Perceived exam preparedness was higher among students using electronic rubrics, with timing of feedback being the mediating process in increasing preparedness (p < 0.01).
Electronic rubrics resulted in more timely feedback on patient counseling skills, and students felt more prepared for their practical exam. This did not result in a significant difference in practical exam performance between the two cohorts. Additional methods to incorporate electronic rubrics into the course will be explored.