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Abstract
Objectives: The primary objective of this study was to compare faculty assessment and third year students' self-assessment of performance in clinical case discussions. The secondary objective was to evaluate if student characteristics influence self-assessments.
Methods: This retrospective analysis compared faculty and student self-assessment scores for two clinical case discussions using Spearman’s correlation and Wilcoxon’s signed ranks test. Chi-squared test was used to compare frequency of faculty and student self-assessments indicating the highest possible rating for the pooled score and for each individual component. The pooled score included three individual components: level of engagement, quality of contribution, and professionalism.
Results: Pooled faculty and student self-assessments correlated for both the first (r = 0.41, p < 0.001) and second (r = 0.35; p < 0.001) clinical case discussions. The frequency that faculty and student self-assessment ratings were the highest possible pooled score was similar for both the first (51.3% vs. 44.7%, respectively, p = 0.25) and second (58.6% vs. 47.4%, p = 0.05) clinical case discussions. Student characteristics (age, gender, and grade point average at graduation) did not influence self-assessments.
Conclusions: Students’ self-assessment correlated with faculty assessment of performance during clinical case discussions. Increased use of self-assessments for professional development in pharmacy and other healthcare professional curricula should be considered.
Disclosure statement
The authors report no conflicts of interest. The authors alone are responsible for the content and writing of the article.
Glossary
Rubric: An evaluation tool with consistent criteria used to measure attainment and/or application of learning outcomes.
Rubric. 2013. In: Abbott S, editor. The glossary of education reform; [accessed August 29]. http://edglossary.org/rubric/.
Notes on contributors
Sara A. Wettergreen, PharmD, is an Assistant Professor in the Departments of Pharmacotherapy and Family Medicine at the University of North Texas System College of Pharmacy. At the time this project was completed, Dr. Wettergreen was a PGY2 Ambulatory Care Pharmacy Resident at the University of Colorado.
Jason Brunner, PhD, is the Director of Assessment at the University of Colorado Skaggs School of Pharmacy and Pharmaceutical Sciences. His research interests include education, assessment of learning and development, and institutional effectiveness.
Sunny A. Linnebur, PharmD, is a Professor in the Department of Clinical Pharmacy at the University of Colorado Skaggs School of Pharmacy and Pharmaceutical Sciences. She also serves as a clinical pharmacy specialist for the University of Colorado Hospital Seniors Clinic.
Laura M. Borgelt, PharmD, is a Professor in the Departments of Clinical Pharmacy and Family Medicine at the University of Colorado Skaggs School of Pharmacy and Pharmaceutical Sciences. She also serves as the Associate Dean for Administration and Operations.
Joseph J. Saseen, PharmD, is a Professor in the Departments of Clinical Pharmacy and Family Medicine at the University of Colorado Skaggs School of Pharmacy and Pharmaceutical Sciences. He also serves at the Department of Clinical Pharmacy Vice-Chair and is a clinical pharmacy specialist at the University of Colorado Hospital Stapleton Family Medicine Clinic.