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Research ArticleQualitative Research Article

A Mixed-Methods Exploration of the Effect of Disabling Backward Navigation on Calculations Computerized Exams

Nicholas R. Giruzzi, Kimberly C. McKeirnan, Christina R. Buchman, Taylor Bertsch, Zachary Miller and Connie M. Remsberg
American Journal of Pharmaceutical Education December 2021, 8842; DOI: https://doi.org/10.5688/ajpe8842
Nicholas R. Giruzzi
aWashington State University, College of Pharmacy and Pharmaceutical Sciences, Yakima, WA
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Kimberly C. McKeirnan
bWashington State University, College of Pharmacy and Pharmaceutical Sciences, Spokane, Washington
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Christina R. Buchman
aWashington State University, College of Pharmacy and Pharmaceutical Sciences, Yakima, WA
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Taylor Bertsch
bWashington State University, College of Pharmacy and Pharmaceutical Sciences, Spokane, Washington
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Zachary Miller
aWashington State University, College of Pharmacy and Pharmaceutical Sciences, Yakima, WA
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Connie M. Remsberg
bWashington State University, College of Pharmacy and Pharmaceutical Sciences, Spokane, Washington
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Abstract

Objective. The aim of this mixed-methods study was to examine the effect of disabled backward navigation on computerized calculation exams in multiple courses.

Methods. Student performance on comprehensive pharmacy calculation exams before and after implementation of disabled backward navigation were compared. De-identified data from Examsoft were used to determine median exam scores, passing rates, and time to completion for all three attempts given on comprehensive calculation exams held in PharDSci 504 and the Applied Patient Care labs (Pharm 531, 541, and 551). An anonymous, voluntary student survey gathered student perceptions of disabled backward navigation. Qualitative data were evaluated for thematic findings.

Results. The impact of disabled backward navigation on test score and passing rate varied by course and test attempt. Students in Pharm 541 and 551 performed significantly worse on the initial test attempt once backward navigation was disabled compared to the prior year, with no significant differences in performance on the retakes. Performance in PharDSci 504 and Pharm 531 followed the opposite pattern with no significant difference in performance for the initial test but significantly increased performance on the retake. The amount of time spent on exams either significantly decreased or remained the same. Student perceptions were generally consistent across all cohorts with at least 74% agreeing that disabling backward navigation increased exam difficulty.

Conclusion. Disabling backward navigation had mixed effect on student exam performance. This may highlight how student behaviors change as backwards navigation is disabled.

Keywords
  • computerized exams
  • backward navigation
  • mixed-methods
  • pharmaceutical calculations
  • academic integrity
  • Received August 6, 2021.
  • Accepted December 3, 2021.
  • © 2021 American Association of Colleges of Pharmacy
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American Journal of Pharmaceutical Education
Vol. 86, Issue 4
1 Apr 2022
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A Mixed-Methods Exploration of the Effect of Disabling Backward Navigation on Calculations Computerized Exams
Nicholas R. Giruzzi, Kimberly C. McKeirnan, Christina R. Buchman, Taylor Bertsch, Zachary Miller, Connie M. Remsberg
American Journal of Pharmaceutical Education Dec 2021, 8842; DOI: 10.5688/ajpe8842

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A Mixed-Methods Exploration of the Effect of Disabling Backward Navigation on Calculations Computerized Exams
Nicholas R. Giruzzi, Kimberly C. McKeirnan, Christina R. Buchman, Taylor Bertsch, Zachary Miller, Connie M. Remsberg
American Journal of Pharmaceutical Education Dec 2021, 8842; DOI: 10.5688/ajpe8842
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Keywords

  • computerized exams
  • backward navigation
  • mixed-methods
  • pharmaceutical calculations
  • academic integrity

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