Cases in teaching and assessment in pharmacy education:Guidelines for assigning difficulty

Spark, M, Malone, D, Maynard, G and Stupans, I 2016, 'Cases in teaching and assessment in pharmacy education:Guidelines for assigning difficulty', Currents in Pharmacy Teaching and Learning, vol. 8, no. 5, pp. 722-725.


Document type: Journal Article
Collection: Journal Articles

Title Cases in teaching and assessment in pharmacy education:Guidelines for assigning difficulty
Author(s) Spark, M
Malone, D
Maynard, G
Stupans, I
Year 2016
Journal name Currents in Pharmacy Teaching and Learning
Volume number 8
Issue number 5
Start page 722
End page 725
Total pages 4
Publisher Elsevier
Abstract Cases, presenting apparently real life situations, can be used to prompt students to integrate theoretical knowledge from across a number of subject areas and to develop analytical skills, and as such, act as a starting point for learner-centered authentic learning opportunities. Cases can also be used as a basis for written or skills-based assessments, the focus of this article. An extensive review of the health profession literature has not revealed evidence-based guidelines to the process of assigning case difficulty. We have evaluated a model from business education, the Case Difficulty Cube, which proposes assignment of case difficulty based on three dimensions-analytical, conceptual, and presentation-and adapted this model for consideration in health education. The development of the model was influenced by reflections of individual academics' experiences with the use of cases in written assessments. This article proposes a model for evaluating case difficulty in pharmacy education.
Subject Medical and Health Sciences not elsewhere classified
Higher Education
Medicine, Nursing and Health Curriculum and Pedagogy
Keyword(s) Cases
Case difficulty
Assessment
Pharmacy practice
DOI - identifier 10.1016/j.cptl.2016.06.007
Copyright notice © 2016 Elsevier Inc. All rights reserved.
ISSN 1877-1297
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