Development of a competency-based assessment process for advanced pharmacy practice experiences.
OBJECTIVE
To develop and implement a competency-based assessment process for the experiential component of a pharmacy education curriculum.


METHODS
A consultative process was used in the development of new assessment forms and policies, and a survey regarding student and faculty satisfaction was conducted. Information received from the survey and from consultations with faculty preceptors resulted in revision of the forms in subsequent years.


RESULTS
Faculty and student perceptions of the assessment process were generally positive. We were moderately successful in reducing grade inflation. The new process also provides the school with data that can be used to evaluate the effectiveness of our curriculum in preparing students for practice.


CONCLUSIONS
Development and implementation of a competency-based assessment process require a considerable amount of work from dedicated faculty members. With health professions schools under pressure to provide evidence of their graduates' clinical competence, this is a worthwhile investment.
Hill
Lilian H
LH
College of Education and Psychology, University of Southern Mississippi, USA.
Delafuente
Jeffrey C
JC
Sicat
Brigitte L
BL
Kirkwood
Cynthia K
CK
D003162:Competency-Based Education / Q000639:trends*; D003220:Conflict, Psychological; D003625:Data Collection; D004512:Education, Pharmacy / Q000639:trends*; D004521:Educational Measurement; D005178:Faculty; D006801:Humans; D010465:Perception; D013339:Students, Pharmacy