Multiple rubric-based assessments of student case presentations.
OBJECTIVE
To evaluate a rubric-based method of assessing pharmacy students' case presentations in the recitation component of a therapeutics course.


METHODS
A rubric was developed to assess knowledge, skills, and professional behavior. The rubric was used for instructor, student peer, and student self-assessment of case presentations. Rubric-based composite scores were compared to the previous dichotomous checklist-based scores.


RESULTS
Rubric-based instructor scores were significantly lower and had a broader score distribution than those resulting from the checklist method. Spring 2007 rubric-based composite scores from instructors and peers were significantly lower than those from the pilot study results, but self-assessment composite scores were not significantly different.


CONCLUSIONS
Successful development and implementation of a grading rubric facilitated evaluation of knowledge, skills, and professional behavior from the viewpoints of instructor, peer, and self in a didactic course.
O'Brien
Catherine E
CE
College of Pharmacy, University of Arkansas for Medical Sciences, 4301 West Markham Street, Little Rock, AR 72205, USA.
Franks
Amy M
AM
Stowe
Cindy D
CD
D002983:Clinical Competence; D003479:Curriculum; D004504:Education, Medical, Undergraduate; D004512:Education, Pharmacy; D004521:Educational Measurement; D007722:Health Knowledge, Attitudes, Practice; D006801:Humans; D010379:Peer Group; D010865:Pilot Projects; D018794:Problem-Based Learning; D016730:Program Development; D015397:Program Evaluation; D012647:Self-Assessment; D013337:Students, Medical; D013339:Students, Pharmacy