Implementation and Use of the Pharmacy Curriculum Outcomes Assessment at US Schools of Pharmacy

• Published in: American journal of pharmaceutical education Vol. 79; no. 9; p. 137
• Main Authors: Gortney, Justine Schuller, Bray, Brenda S., Salinitri, Francine D.
• Format: Journal Article
• Language: English
• Published: United States Elsevier Inc 25-11-2015; American Association of Colleges of Pharmacy; American Journal of Pharmaceutical Education
• Subjects: Academic achievement; Accreditation; Benchmarking; Curricula; curricular assessment; Curriculum; Education, Pharmacy - methods; Educational Measurement - methods; educational outcomes; Forecasts and trends; Humans; Medical schools; Outcome Assessment (Health Care); Pharmaceutical education; Pharmacy Curriculum Outcomes Assessment; Schools, Pharmacy - statistics & numerical data; student assessment; Students, Pharmacy; summative assessment; Surveys and Questionnaires; United States; Pharmacy Curriculum Outcomes Assessment; student assessment; curricular assessment; educational outcomes; summative assessment
• ISSN: 0002-9459; 1553-6467
• DOI: 10.5688/ajpe799137

To describe how schools and colleges of pharmacy use the Pharmacy Curriculum Outcomes Assessment (PCOA) in relation to student assessment and curricular feedback.
A survey was distributed to all programs that have implemented the PCOA. The survey was designed to assess 3 domains regarding the use of the PCOA: rationale for use, logistics of administration, and performance data review and distribution.
A 79% response rate (41/52) was obtained. The mix of responses was 93% current PCOA users and 7% past users. The most common reasons for PCOA use were for programmatic assessment and benchmarking. The examination was most frequently administered during the P3 year, with minimal stakes attached to performance. Significant differences in responses based on public vs private institution were seen with respect to length of accreditation of current PCOA users, messaging to students regarding performance, inclusion of results in student advising, and distribution of results to stakeholders.
Programs were using the PCOA primarily as an assessment in the P3 year for reasons related to programmatic and curricular assessment. Some differences existed between public and private institutional PCOA use and examination-related processes and results distribution.