Shifting to Authentic Assessments? A Systematic Review of Student Perceptions of High-Fidelity Assessments in Pharmacy

Developing a framework for MyDispense implementation using the nominal group technique: Perspectives across student progression levels

INTRODUCTION

MyDispense is an online dispensing pharmacy simulation with features such as electronic health records and clinical decision-making. This study aims to develop a framework for integrating MyDispense into pharmacy education programs, and to identify key considerations around its implementation.

METHODS

A nominal group technique with faculty staff and students was employed to gather opinions and experiences with MyDispense, factors to consider during implementation, and perceptions of an ideal framework. A framework for MyDispense implementation was developed based on the input gathered, and common themes from content analysis and considerations for effective integration were identified.

RESULTS

An analysis of discussions on the role of MyDispense in pharmacy student learning revealed that its role depends on how far along students are in their degree and their level of pharmacy knowledge as they progress through their degree. The proposed framework for implementing MyDispense in novice pharmacy education emphasizes the development of fundamental skills, while for students in intermediate year levels, MyDispense can be used in clinical notes. For near-entry to practice students, the focus shifts to refining advanced clinical decision-making skills through authentic virtual training exercises. Valuable insights from former users contributed to shaping a proposed implementation framework, indicating the need for tailored approaches at different student proficiency levels.

CONCLUSION

Our study highlights the versatility of MyDispense as a tool for enhancing pharmacy education. The MyDispense framework, shaped by diverse participant insights, emphasizes the need for tailored implementation based on student proficiency level. The findings offer practical guidance for educators to optimize MyDispense use in fostering clinical skills in pharmacy students.

An accelerated dispensing course for grad entry students - Can we teach dispensing skills over a day?

BACKGROUND AND PURPOSE

This study aimed to evaluate an accelerated dispensing course for graduate entry (GE) pharmacy students with prior science-related degrees to join undergraduate (UG) students in year three of the Monash Pharmacy degree.

EDUCATIONAL ACTIVITY AND SETTING

A one day accelerated dispensing course using MyDispense software was delivered to 59 GE students. The accelerated dispensing course was identical to the standard three-week dispensing course delivered to UG students. The same assessment of dispensing skills was conducted after course completion for both UG and GE students and included dispensing four prescriptions of varying difficulty. The assessment scores of the UG and GE students were compared. Perception data from the accelerated course were also collected.

FINDINGS

The accelerated dispensing curriculum was well received by students. They found the simulation relevant to practice, easy to navigate, and helpful for preparing them for assessment. Overall, 5.1% of GE students failed the assessment, which was lower than the 32.6% failure rate in the UG cohort. Comparison of assessment grades between UG and GE students showed no notable disadvantage to attainment of learning outcomes with the accelerated curriculum. However, UG students were more likely to provide unsafe instructions compared to GE students in their labeling for three out of four prescriptions.

SUMMARY

An accelerated dispensing curriculum can be effectively delivered to mature learners with a prior science-related degree as no notable deficiencies were identified when comparing the assessment results of GE students against UG students when both student cohorts undertook the same dispensing assessment.