title: Pharmacy student performance on constructed-response versus selected-response calculations questions.
abstract: Objective. To introduce PharmD students to changes in calculations question types (constructed-response versus selected-response questions); measure and compare student performance on constructed-response and selected-response questions in a pharmaceutics course; and collect student feedback on the use of differing question types.Methods A pharmaceutics/pharmaceutical calculations examination was administered that included 15 pairs of questions; each pair consisted of a constructed-response question and a similar selected-response question. An online questionnaire was conducted to collect student feedback.Results. Of the 15 topics, the class scored higher on the constructed-response question for 4 topics and higher on the selected-response question for 10 topics. Eighty percent of the class preferred selected-response questions, although 47.8% felt constructed-response questions better prepared them for a career in healthcare.Conclusions. Students correctly answered more selected-response questions than constructed-response questions and felt more confident in doing so. Additional constructed-response teaching and testing methods should be incorporated into pharmacy education.
authors: Bernard J. Dunn School of Pharmacy, Shenandoah University, Ashburn, VA 20147, USA. esheaffe@su.edu
authors: Elizabeth A
authors: EA
authors: Sheaffer
authors: Richard T
authors: RT
authors: Addo
mesh_terms: D016009:Chi-Square Distribution; D003479:Curriculum; D004512:Education, Pharmacy / Q000379:methods*; D004521:Educational Measurement; D004522:Educational Status; D005246:Feedback; D006801:Humans; D007858:Learning; D008009:Licensure, Pharmacy; D013339:Students, Pharmacy / Q000523:psychology*; D011795:Surveys and Questionnaires; D013663:Teaching / Q000379:methods*
keywords: NAPLEX; constructed response; pharmaceutical calculations; question type; selected response