Author(s)

Susanne P. Boyle

School of Pharmacy and Life Sciences, Robert Gordon University, Aberdeen, Scotland.

This study reports on the learner impact, practicability and cost effectiveness of an individual practical skills test designed to assess the interpretative and manipulative skills of undergraduate pharmacy in a laboratory setting. The reliability of the assessment tool across a 5 year period was examined and refinements introduced in response to constructive feedback from colleagues and learner feedback recorded via end of year Student Evaluation Questionnaires. A blended learning strategy supported the needs of multiple learning styles and inclusion of a formative assessment increased student confidence and improved cohort performance in the summative assessment. Future directions include the introduction of a peer learning activity as a means of reducing group sizes and providing an opportunity for the learners to develop skills in constructive critique and reflective learning.

Practical Skills Assessment; MPharm Degree; Formative Assessment; Peer Learning

Boyle, S. (2012). Impact of a Practical Skills Assessment on the Individual Engagement of Undergraduate Pharmacy Students within Laboratory Coursework Sessions. Creative Education, 3, 908-911. doi: 10.4236/ce.2012.326137.