An Integrative Review of Approaches Used to Assess Course Interventions

Abstract

Objective. The objectives of the review are to (1) describe the utility of approaches used for the assessment of course interventions in pharmacy education; and (2) provide recommendations that may guide faculty members in their future scholarship of teaching and learning (SoTL) efforts that encompass assessment of course interventions.

Findings. Thirty-four articles that included educational interventions published between 2016 and 2020 in the American Journal of Pharmaceutical Education and Current in Pharmacy Teaching and Learning were selected for analysis. Those articles used various approaches for the assessment of course interventions. In the order of decreasing frequency of use, those methods were surveys, student academic performance, student evaluations, mixed quantitative- and qualitative methods, pre- and post-test, and learning analytics.

Summary. The use of more than one assessment approach, ie, triangulation, and multiple student cohorts, are advantageous. When multiple cohorts are used, it is beneficial to present the students’ demographic information. Student academic performance should be part of an assessment of course interventions whenever relevant. Surveys about student perceptions and confidence may contribute to the assessment of course interventions. However, since the information collected is subjective and is usually unrelated to student learning, such an approach should be coupled with other assessment approaches that reflect student learning, such as academic performance and/or a pre- and a post-test. Depending on the research question, qualitative methods and learning analytics may also be a part of the assessment of a course intervention.