1. Outcomes of Individualized Formative Assessments in the Pharmacy Skills Laboratory Tyler H. Gums, Pharm.D. & Erika L. Kleppinger, Pharm.D., BCPS, CDE Auburn University, Auburn, AL. OBJECTIVES RESEARCH COMPONENTS o Implement a new individualized teaching method in the pharmacy skills laboratory o Improve Objective Structured Clinical Exam (OSCE) scores with formative assessments in the pharmacy skills laboratory o Assess student patient communication skills related to ophthalmic disease states in the course Contemporary Aspects of Pharmacy Practice (CAPP) ALTERNATIVE DOSING: LAB DESIGN 2013 DISCLOSURE Authors of this presentation have nothing to disclose concerning possible financial or personal relationships with commercial entities that may have a direct or indirect interest in the subject matter of this presentation. o Students will be randomized to Group 1 or Group 2 before beginning the lab 45 minutes will be spent at each station: o Otic/Nasal station Includes two tables for otic and nasal preparations o Both tables will follow the teaching methods from 2012 At 22 minutes Group 1 students will rotate tables (Otic/Nasal) o Ophthalmic station Includes a table that sits 16 students and four exam rooms o Exam rooms will be utilized for teaching intervention o Teaching Intervention: Individual Formative Feedback Third-year pharmacy students will be directed into individual exam rooms where clinical pharmacists will be acting as mock patients o All mock patients/clinical pharmacists will present an ophthalmic disease scenario that requires medication counseling Each student will spend a total of 10 minutes in an exam room o 6 minutes: to communicate counseling (i.e. administration techniques) and identify any prescription issues (i.e. drug allergies) o 4 minutes: following the student's communication, the clinical pharmacist/mock patient will give each student individual formative feedback on how to improve their patient communication and counseling skills o Retrospective: Spring 2012 OSCE scores will be accessed. Ophthalmic OSCE scores will de-identified, and then copied to a password protected research file. Scores will be statistically analyzed and compared to 2013 OSCE scores. o Prospective: Individualized formative assessments will be used in the PYDI 5520 "Alternative Dosing Forms" laboratory session in Spring 2013. After the completion of the lab, students will complete an ophthalmic OSCE in May 2013. OSCE scores will be collected, de-identified and then statistically analyzed and compared to 2012 OSCE scores. LABORATORY METHODS OTIC NASAL OPHTHALMIC EXAM ROOM 1 EXAM ROOM 2 EXAM ROOM 4 EXAM ROOM 3 EXPECTED RESULTS & IMPLICATIONS TO PRACTICE BACKGROUND o Formative assessments will improve OSCE scores and student’s patient communication skills o Individualized formative teaching methods will be further studied in the pharmacy skills laboratory to determine the extent of benefit o Academic laboratory teaching methods will be infused with clinical practice scenarios REFERENCES 1 Accreditation Council for Pharmacy Education. Accreditation standards. http://www.acpe- accredit.org/deans/standards.asp. 2 American Association of Colleges of Pharmacy, Center for the Advancement of Pharmaceutical Education. http://www.aacp.org/resources/education/Pages/CAPEEducationalOutcomes.aspx. 3 Kirton SB, Kravitz L. Objective Structured Clinical Examinations (OSCEs) Compared with Traditional Assessment Methods. Am J Pharm Educ. 2011;75(6):Article 111. o Improving pharmacy student’s proficiency in patient-centered care is a core competency set forth by the Accreditation Council for Pharmacy Education (ACPE) 1 and the Center for the Advancement of Pharmacy Education 2 o Objective Standardized Clinical Examinations (OSCEs) have shown benefit in the pharmacy skills laboratory setting 3 o Individual student OSCE performance and patient communication skills need improvement