Assessing self-assessment practices: A survey of U.S. colleges and schools of pharmacy

Engaging students in experiential learning through a public health campaign: a pre–post survey on hypertension and diabetes mellitus

Purpose

This study looked at the impact of a community-based public health campaign on hypertension and diabetes mellitus awareness and prevention, as well as student experiential learning in a campaign conducted by pharmacy students.

Design/methodology/approach

A convenience sampling cross-sectional pre–post survey was done to assess disease awareness and knowledge among those who attended the health campaign. The data analysis includes a total of 230 participants with complete data. After the campaign, the pharmacy students used self-assessment to reflect their learning experience.

Findings

Most participants were unaware of their blood pressure and blood glucose readings, but they reported improved awareness of diseases and prevention of hypertension and diabetes after the health campaign. Although most participants correctly identified the common signs and symptoms of hypertension, few could associate it with overweight. Most participants were unaware of the 5 g per day salt intake limit for controlling hypertension before the campaign. Most participants were less aware that diabetes is associated with impaired vision, peripheral neuropathy, renal and heart diseases. Students expressed increased confidence in leadership, teamwork and communication abilities after the campaign based on self-assessment.

Practical implications

A health campaign enhances the disease knowledge of the general public. It has been suggested that experiential learning be encouraged in the pharmacy curriculum.

Originality/value

This study adds to the knowledge on the roles of community-based health campaigns and the value of pharmacy students’ involvement in experiential learning.

Comparing faculty evaluations of student journal club presentations with student self- and peer evaluations during advanced pharmacy practice experiences

BACKGROUND AND PURPOSE

Self-evaluation is a critical step in professional development. Peer evaluation may enhance student learning and help peer evaluators recognize their own limitations. However, these evaluations may not accurately assess performance. This study's purpose is to evaluate differences between faculty, self-, and peer evaluations of student journal club (JC) presentations during advanced pharmacy practice experiences (APPEs).

EDUCATIONAL ACTIVITY AND SETTING

Student JC presentations for three APPE sites were identified between May 2015 and April 2018 and included if at least one faculty, self-, and peer evaluation were complete. Overall grades and individual rubric ratings were compared.

FINDINGS

Seventy-four students had complete data sets. The mean overall scores for JC presentations were 82.72%, 86.05%, and 91.01% for faculty, self-, and peer evaluations, respectively. Self-evaluation ratings were significantly higher than faculty on each domain, except for "presentation and communication skills" (mean difference: -0.2, p = .034) and "ability to answer questions" (mean difference: -0.1, p = .247). Linear regression showed a statistically significant relationship between self-evaluation and faculty evaluation ratings for ability to answer questions (beta = 0.5, p < .001). Peer evaluation ratings were significantly higher than faculty and self-evaluations (p < .05).

SUMMARY

Faculty scores on JC presentations completed during APPEs were lower compared to student evaluations of themselves and their peers. Further incorporation of self- and peer evaluation throughout pharmacy school curricula may improve student competence in performing these evaluations. Formal training is needed to improve students' ability to complete self and peer evaluations.