Student Pharmacist Perceptions of a Computerized Integrated Examination

• In Event: 72.031 - Assessment of Learners in Educational Programs for the Professions

Abstract

Objectives of this study were to assess first-year (P1) pharmacy students’ studying behaviors and perceptions after implementation of a new computerized “Integrated Examination” (IE) testing procedure. Student surveys were conducted before and after IE implementation. A matched-pairs design was used to examine changes in behaviors and perceptions. The survey yielded a 92% response rate (n=149). Significant changes included an increase in concerns about limited number of questions per course on each test (14% vs. 28%, p=0.005), and decreased concerns about time allotment (13% vs. 3%, p=0.001) and inability to write on the IEs (13% vs. 3%, p=0.001) between pre- and post-IE integration. Less cramming (29% vs. 11%, p<0.001) but more priority studying (34% vs. 53%, p=0.001) occurred after IE implementation.

Authors

• Sharon McDonough, The University of Tennessee - College of Pharmacy

• Elizabeth Alford, The University of Tennessee - College of Pharmacy

• Shannon Finks, The University of Tennessee - College of Pharmacy

• Robert Parker, The University of Tennessee - College of Pharmacy

• Marie Chisholm-Burns, The University of Tennessee - College of Pharmacy

• Stephanie Phelps, The University of Tennessee - College of Pharmacy