Implementation and initial evaluation of an exam self-reflection process

Abstract

Objective

To implement a standardized approach to exam review for Doctor of Pharmacy (PharmD) students and assess its effect on students' perceptions.

Methods

Over the academic years 2022–2024, second-professional year pharmacy (PharmD) students scoring less than 73 % on major midterm examinations were required to complete an exam self-reflection form in two pharmacotherapeutics courses. A survey was developed and distributed to all students enrolled in the pharmacotherapeutics courses to assess students' opinions about the exam self-reflection process.

Results

One hundred and twenty-two responses were received for the survey over the three semesters (95 % response rate). The majority of students expressed satisfaction with the benefit (92 %) and importance (87 %) of implementing the self-reflection process using the exam self-reflection form within the pharmacotherapeutics courses. Amongst students who submitted the exam self-reflection form (n = 58), survey data revealed that 76 % were overall satisfied with the self-reflection process using the exam self-reflection form. Students' satisfaction was also expressed in terms of supporting its continuation (66 %), recommendation in other courses (64 %), time spent completing the form (67 %), assistance with preparing for the remediation exam (85 %), impact on remediation score (79 %), confidence with course content (91 %), understanding of course content (97 %), test-taking skills (76 %), knowledge gap identification (88 %), and value (66 %).

Conclusion

Students positively perceived the exam self-reflection process. Future directions include evaluating exam data to determine the quantitative impact of the exam self-reflection review approach.