title: A high-stakes assessment approach to applied pharmacokinetics instruction.
abstract: OBJECTIVE
  To identify instructional and assessment problems leading to pharmacy students' failure to retain pharmacokinetics abilities into the experiential year and develop an instructional methodology and abilities-based assessment tool to address the problem.
  
  
  METHODS
  Pharmacokinetic instructional methods were assessed and an abilities-based assessment tool was developed and utilized as a requirement for curricular progression. Both the instructional methodology and the assessment tool were evaluated using abilities-based outcomes and faculty surveys.
  
  
  RESULTS
  Both instructional methods and assessment methods improved student pharmacokinetic skill performance in the direct patient-care environment.
  
  
  CONCLUSIONS
  Continual assessment, modification, and implementation of teaching methods and the adoption of a high-stakes abilities-based assessment impacted student learning in a problem-based, integrated course.
authors.affiliation: Harrison School of Pharmacy, Auburn University, AL 36849-5501, USA. thomasg@auburn.edu
authors.forename: Selby Greer
authors.initials: SG
authors.lastname: Thomas
authors.forename: E Kelly
authors.initials: EK
authors.lastname: Hester
authors.forename: Wendy
authors.initials: W
authors.lastname: Duncan-Hewitt
authors.forename: William A
authors.initials: WA
authors.lastname: Villaume