ArticleAmerican journal of pharmaceutical education2015
Alignment of learning objectives and assessments in therapeutics courses to foster higher-order thinking.
Article in American journal of pharmaceutical education, 2015. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
8 citing papers in PubMed.
- Determining the alignment of assessment items with curriculum goals through document analysis by addressing identified item flaws.BMC medical education · 2025Article
- Article
- Employment of Small-Group Discussions to Ensure the Effective Delivery of Medical Education.Cureus · 2024Review
- Microlearning through TikTok in Higher Education. An evaluation of uses and potentials.Education and information technologies · 2023Article
- Development of a competency-based clinical assessment instrument for exit level Oral Hygiene students at the University of Western Cape.BMC oral health · 2022Article
- Strategies for Measuring Advances in Pharmacy Student Learning.American journal of pharmaceutical education · 2022Review
- Determining Indicators of High-Quality Application Activities for Team-Based Learning.American journal of pharmaceutical education · 2019Article
- Assessing the Alignment of Pharmacotherapeutics Course Outcomes With Topic Outcomes.American journal of pharmaceutical education · 2019Article
Corrections and comments
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Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
objectiveTo determine whether national educational outcomes, course objectives, and classroom assessments for 2 therapeutics courses were aligned for curricular content and cognitive processes, and if they included higher-order thinking.
methodDocument analysis and student focus groups were used. Outcomes, objectives, and assessment tasks were matched for specific therapeutics content and cognitive processes. Anderson and Krathwohl's Taxonomy was used to define higher-order thinking. Students discussed whether assessments tested objectives and described their thinking when responding to assessments.
resultsThere were 7 outcomes, 31 objectives, and 412 assessment tasks. The alignment for content and cognitive processes was not satisfactory. Twelve students participated in the focus groups. Students thought more short-answer questions than multiple choice questions matched the objectives for content and required higher-order thinking.
conclusionThe alignment analysis provided data that could be used to reveal and strengthen the enacted curriculum and improve student learning.
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Registered trials
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