Development and Implementation of Pass/Fail Grading System for Advanced Pharmacy Practice Experiences
Objective: This article describes the process of determining the need for a pass/fail grading system for APPE rotations and the development and implementation of a pass/fail grading process. Methods: Preceptors, faculty, and students were surveyed prior to the development and implementation of pass/fail grading and a new evaluation tool. Preceptors were surveyed after the new grading scheme had been in place for one year about their perceptions of student performance. Rates of APPE commendations under a pass/fail system and the number of students achieving a 4.0 under a point-based system are reported. Results: Surveys from preceptors indicate that pass/fail grading decreased preceptors concerns about distinguishing between student performances (56.6% had concerns prior to switching versus 30.6% having concerns after switching to pass/fail). Survey results also indicate that pass/fail grading did not affect preceptor's perception of student motivation (61.4% felt concerned under a graded system versus 12.2% were concerned after switching to pass/fail). A pass with honors commendation was given in 17.2% of rotation evaluations, contrasting with 83.1% of students achieving a 4.0 grade in a rotation prior to switching to pass/fail. Conclusions: The transition to a pass/fail grading system for APPE rotations is not associated with reductions in student motivation or performance, and is acceptable to preceptors. The implementation of a pass/fail system is complicated and takes a significant investment of time, but resulted in an APPE evaluation system which preserves student motivation, fosters robust feedback, decreases grade inflation, and allows preceptors to distinguish and reward student performance.
Manning, Dana H.; Ference, Kimberly A.; Welch, Adam C.; and Holt-Macey, Michelle. 2016. Development and Implementation of Pass/Fail Grading System for Advanced Pharmacy Practice Experiences. Currents in Pharmacy Teaching and Learning. Vol.8(1). 59-68. https://doi.org/10.1016/j.cptl.2015.09.002 ISSN: 1877-1297