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Navigating Performance-Based Assessments in Unprecedented Times: Adaptations, Challenges, and Strategies

Navigating Performance-Based Assessments in Unprecedented Times: Adaptations, Challenges, and Strategies
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Author(s): Erika L. Kleppinger (Harrison School of Pharmacy, Auburn University, USA), Kevin N. Astle (Harrison School of Pharmacy, Auburn University, USA), Amber M. Hutchison (Harrison School of Pharmacy, Auburn University, USA) and Channing R. Ford (Jacksonville State University, USA)
Copyright: 2022
Pages: 23
Source title: Handbook of Research on Updating and Innovating Health Professions Education: Post-Pandemic Perspectives
Source Author(s)/Editor(s): Channing R. Ford (Jacksonville State University, USA) and Kimberly B. Garza (Auburn University, USA)
DOI: 10.4018/978-1-7998-7623-6.ch007

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Abstract

This chapter focuses on the implementation of performance-based assessments (PBAs) at the Auburn University Harrison School of Pharmacy (AUHSOP) during the COVID-19 pandemic, when shifts were made to a fully remote delivery of the pharmacy curriculum in March 2020 and then altered to a hybrid delivery in the fall semester in which students returned to campus in a limited capacity. In addition to describing adaptations made due to curriculum delivery changes for each professional year, the chapter will provide specific challenges encountered while planning and implementing PBAs with a focus on factors related to students, standardized persons (SPs), and logistics. Student and SP perceptions of remote PBA delivery will be presented as well as strategies for improvement of future PBA events.

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