PT  - JOURNAL ARTICLE
AU  - Jennifer S. Chen
AU  - David E. Matthews
AU  - Jared Van Hooser
AU  - Laura E. Knockel
AU  - Kim Lintner
AU  - Morgan Stoa
AU  - Jamie L. Woodyard
AU  - Deanna Tran
TI  - Improving the Remediation Process for Skills-based Laboratory Courses in the Doctor of Pharmacy Curriculum
AID  - 10.5688/ajpe8447
DP  - 2021 Aug 01
TA  - American Journal of Pharmaceutical Education
PG  - 8447
VI  - 85
IP  - 7
4099  - http://www.ajpe.org/content/85/7/8447.short
4100  - http://www.ajpe.org/content/85/7/8447.full
SO  - Am J Pharm Educ2021 Aug 01; 85
AB  - When students fail to meet minimum competence standards on summative pharmacy skills-based assessments, remediation can be used to ensure student readiness for progression. Skills-based remediation is challenging as a high volume of resources is required to develop an action plan that addresses the heterogeneity in student needs and to create and execute another assessment equivalent to the initial assessment. Although many Doctor of Pharmacy (PharmD) programs face these same challenges, there is no consensus on how to best address them. Recently, faculty from six PharmD programs convened to share ideas and approaches to overcoming these challenges. This commentary aims to define remediation as it pertains to summative skills-based assessments, share our consensus views regarding remediation best practices, and highlight areas where there is more work to be done. Our intent is to advance the ongoing conversation and empower institutions to develop their own effective and impactful skills-based remediation policies, procedures, and activities.