Making progress: A national study on the development and use of progression assessments in United States pharmacy curricula

Abstract

BackgroundThe objective was to determine the utilization, frequency, characteristics, and standard-setting methods of progression assessments in pharmacy education. MethodsA survey was sent to 139 United States schools/colleges of pharmacy having an identifiable assessment lead and students enrolled in the doctor of pharmacy program. The survey examined programs' use, frequency, and characteristics of progression assessments within their curriculum. Respondents also reported any changes made due to the COVID-19 pandemic and which, if any, would be maintained in future years. Analysis consisted of descriptive statistics and thematic coding. This research was deemed exempt by the university's institutional review board. ResultsSeventy-eight programs responded to the survey (response rate = 56%). Sixty-seven percent of programs administered at least one progression assessment in 2019–2020. There was some variability in assessment practice, including professional year(s) administered, course(s) involved, and content. Approximately 75% of programs used assessments to ensure student competency in the programs' learning outcomes and to identify individual student learning deficiencies. Diversity was seen in validity and reliability practices, and most programs used pre-determined cut scores without formal standard setting. Because of the pandemic, 75% of programs changed the assessment delivery mode and 20 programs planned to maintain at least one pandemic-related change in future iterations. ConclusionsMost pharmacy programs utilize some type of progression assessment within their curriculum. While many schools administer progression assessments, there is little agreement on their purpose, development, and use. The pandemic changed the mode of delivery, which numerous programs will continue with in the future.