ArticleAmerican journal of pharmaceutical education2019
Identifying High-Impact and Managing Low-Impact Assessment Practices.
Article in American journal of pharmaceutical education, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
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
6 citing papers in PubMed.
- Trends in the Number of Authors and Institutions in Papers Published in AJPE 2015-2019.American journal of pharmaceutical education · 2023Article
- The Importance of Teaching Ethics in Pharmacy Education.American journal of pharmaceutical education · 2022Article
- Administration and Evaluation of the American Association of Colleges of Pharmacy Curriculum Quality Surveys in Pharmacy Schools.American journal of pharmaceutical education · 2021Article
- Trends of High-Impact Studies in Pharmacology and Pharmacy: A Cross-Sectional Study.Frontiers in pharmacology · 2021Article
- Learning Assessment vs Program Evaluation.American journal of pharmaceutical education · 2020Article
- Response to Peeters and Schmunde: Toward More Clarity in the Use of the Terms Assessment and Program Evaluation.American journal of pharmaceutical education · 2020Article
Corrections and comments
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Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Those in pharmacy education who are tasked with assessment may be overwhelmed by deadlines, data collection, and reporting, leaving little time to pause and examine the effectiveness of their efforts. However, assessment practices must be evaluated for their impact, including their ability to answer important questions, use resources effectively, and contribute to meaningful educational change. Often assessments are implemented, but then attention is diverted to another assessment before the data from the former assessment can be fully interpreted or used. To maximize the impact of assessment practices, tough and uncomfortable decisions may need to be made. In this paper, we suggest an approach for examining and making decisions about assessment activities and provide guidance on building high-impact assessment practices, evolving or "sunsetting" low-impact assessment practices, and managing mandated assessment.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.