Assessment of students' critical-thinking and problem-solving abilities across a 6-year doctor of pharmacy program.

OBJECTIVE: To determine the feasibility of using a validated set of assessment rubrics to assess students' critical-thinking and problem-solving abilities across a doctor of pharmacy (PharmD) curriculum. METHODS: Trained faculty assessors used validated rubrics to assess student work samples for critical-thinking and problem-solving abilities. Assessment scores were collected and analyzed to determine student achievement of these 2 ability outcomes across the curriculum. Feasibility of the process was evaluated in terms of time and resources used. RESULTS: One hundred sixty-one samples were assessed for critical thinking, and 159 samples were assessed for problem-solving. Rubric scoring allowed assessors to evaluate four 5- to 7-page work samples per hour. The analysis indicated that overall critical-thinking scores improved over the curriculum. Although low yield for problem-solving samples precluded meaningful data analysis, it was informative for identifying potentially needed curricular improvements. CONCLUSIONS: Use of assessment rubrics for program ability outcomes was deemed authentic and feasible. Problem-solving was identified as a curricular area that may need improving. This assessment method has great potential to inform continuous quality improvement of a PharmD program.

Effect of an individual readiness assurance test on a team readiness assurance test in the team-based learning of physiology.

We examined whether requiring an individual readiness assurance test (iRAT) before a team readiness assurance test (tRAT) would benefit students in becoming better problem solvers in physiology. It was tested in the form of tRAT scores, the time required to complete the tRAT assignment, and individual performance on the unit examinations. Students in one section were given the iRAT at the beginning of the team-based learning session. The same set of questions was given to students as their tRAT immediately after their iRAT. Students in the second section were not given the iRAT before the tRAT. This pattern was reversed for the next scheduled team-based learning activity between the two sections. We found that the section having both the iRAT and tRAT scored higher on the tRAT and completed their assignments in less time than the section with the tRAT alone. This suggests that the tRAT combined with the iRAT is an effective team-based approach to the teaching of physiology compared with the tRAT alone.

Practices and procedures to prevent the transmission of skin and soft tissue infections in high school athletes.

Skin and soft tissue infections (SSTIs) are frequent in student athletes and are often caused by community-associated methicillin-resistant Staphylococcus aureus (CA-MRSA). We evaluated the awareness of CA-MRSA among high school coaches and athletic directors in Missouri (n = 4,408) and evaluated hygiene practices affecting SSTI transmission. Of 1,642 (37%) respondents, 61% received MRSA educational information during the past year and 32% indicated their school had written guidelines for managing SSTIs in athletes. Coaches and athletic directors aware of written guidelines reported a lower incidence of SSTIs in student athletes (26%) compared to those without written policies (34%, p = .03). When confronted with SSTIs, 49% of respondents referred student athletes to the school nurse or a physician. A relationship exists between school policies for SSTI management and lower incidence of SSTIs. Educational initiatives by school nurses in conjunction with athletic staff may lead to practices that limit SSTIs in this at-risk population.

The effect of patient education on calcium intake in elderly men at risk for osteoporosis.

OBJECTIVE: To determine the effect patient education has on osteoporosis prevention and calcium intake has on elderly men who are at risk for developing osteoporosis. DESIGN: This was a prospective study in which subjects completed a Men's Osteoporosis Risk Questionnaire and watched a video on osteoporosis prevention. Subjects were then divided into groups based on osteoporosis status and contacted one month later to complete a telephone survey. SETTING: Geriatric ambulatory care clinic in the St. Louis Veteran's Affairs Medical Center. PARTICIPANTS: 35 men over the age of 65. INTERVENTION: Subjects watched a video on osteoporosis prevention. OUTCOMES: Primary outcome was change in calcium intake (total, dietary, and supplemental) in men at risk for osteoporosis. Secondary objectives were new diagnoses of osteoporosis; new fractures; effects on exercise, tobacco and alcohol use; and change from baseline calcium intake between at risk, diagnosed, and no risk for osteoporosis subjects. RESULTS: After watching the educational video, 67% of the subjects increased the amount of calcium ingested, and 10% of the subjects began calcium supplementation. CONCLUSIONS: There were significantly more subjects meeting the RDA of calcium after watching the educational video.