An assessment model for multidisciplinary, team-taught integrated pharmacy courses

Abstract

Objective. To design and implement an assessment model to effectively deliver integrated multidisciplinary team-taught pharmacy courses. Design. An assessment model was developed for an integrated pharmacotherapeutics course that focused on writing detailed learning objectives and matching them to examination questions. Qualitative assessment of learning objectives, course-embedded quantitative assessment, and objective assessments of examinations by subdiscipline were performed. Assessment. This model was assessed through course evaluations, faculty and course coordinator perceptions, and faculty and student focus groups, which provided data that facilitated effective integration and identified gaps and overlaps in content. The assessment of the examinations by discipline and the embedded quantitative assessment results identified previously unassessed and poorly performing objectives. Students believed the course contributed significantly to their professional growth and that it was one of the best-integrated courses, based in part on the improved teaching methods. Conclusions. A systematic assessment model that was developed for the effective delivery of multidisciplinary team-taught courses can be standardized and delivered despite changes in instructors for subsequent course offerings.