title: A workshop series using peer-grading to build drug information, writing, critical-thinking, and constructive feedback skills.
abstract: OBJECTIVE
  To utilize a skills-based workshop series to develop pharmacy students' drug information, writing, critical-thinking, and evaluation skills during the final didactic year of training.
  
  
  METHODS
  A workshop series was implemented to focus on written (researched) responses to drug information questions. These workshops used blinded peer-grading to facilitate timely feedback and strengthen assessment skills. Each workshop was aligned to the didactic coursework content to complement and extend learning, while bridging and advancing research, writing, and critical thinking skills.
  
  
  RESULTS
  Attainment of knowledge and skills was assessed by rubric-facilitated peer grades, faculty member grading, peer critique, and faculty member-guided discussion of drug information responses. Annual instructor and course evaluations consistently revealed favorable student feedback regarding workshop value.
  
  
  CONCLUSIONS
  A drug information workshop series using peer-grading as the primary assessment tool was successfully implemented and was well received by pharmacy students.
authors: Midwestern University College of Pharmacy, Glendale, Arizona.
authors: Lindsay E
authors: LE
authors: Davis
mesh_terms: D003479:Curriculum; D004512:Education, Pharmacy / Q000379:methods*; D004521:Educational Measurement; D005178:Faculty; D005246:Feedback; D006801:Humans; D010379:Peer Group; D013339:Students, Pharmacy; D013850:Thinking; D014956:Writing
keywords: critical thinking; drug information; evidence-based practice; peer grading
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