Design considerations for cases used in pharmacy teaching and learning using the case difficulty cube

Spark, M Joy; Baverstock, Katherine; Malone, Daniel T; Maynard, Greggory; Stupans, Ieva

doi:10.1016/j.cptl.2022.09.008

Author(s)

Spark, M Joy

Baverstock, Katherine

Malone, Daniel T

Maynard, Greggory

Stupans, Ieva

Publication Date

2022-10-22

Abstract

Introduction: Learner-centered authentic learning opportunities in health science disciplines can be provided using cases to allow integration of theoretical knowledge across multiple subject areas and development of problem-solving skills. We have previously described the adaptation of the case difficulty cube (CDC), a model from business education, that proposes assignment of case difficulty based on three dimensions (analytical, conceptual, and presentation) in pharmacy education. Methods: The CDC for use in health science disciplines (modCDC) was evaluated using 13 cases from summative undergraduate pharmacy examinations. Inter-rater agreement (IRA) and inter-rater reliability (IRR) for modCDC ratings were first determined, then a post hoc investigation of the relationship between the modCDC score and student marks was undertaken. Results: First, the IRA for each dimension of the modCDC was adequate for aggregating ratings. IRR was excellent for the conceptual axis, good for the presentation axis, and poor for the analytical axis. Second, analysis of the relationship between the modCDC score and student marks indicated that there was a significant difference between student marks awarded at each level of case difficulty, except for the lower levels of difficulty. The results indicate that the modCDC is a relatively robust tool that could be used to determine case difficulty prior to cases being used in assessments. Conclusions: The modCDC is a simple tool that can assist academic staff in providing consistent learning opportunities for, and assessment of, pharmacy students at an appropriate level.

Citation

Currents in Pharmacy Teaching and Learning, 14(10), p. 1246-1255

ISSN

1877-1300

1877-1297

Link

https://hdl.handle.net/1959.11/70429

Language

en

Publisher

Elsevier Inc

Title

Design considerations for cases used in pharmacy teaching and learning using the case difficulty cube

Type of document

Journal Article

Entity Type

Publication

Author(s)	Spark, M Joy Baverstock, Katherine Malone, Daniel T Maynard, Greggory Stupans, Ieva
Publication Date	2022-10-22
Abstract	<p><i>Introduction:</i> Learner-centered authentic learning opportunities in health science disciplines can be provided using cases to allow integration of theoretical knowledge across multiple subject areas and development of problem-solving skills. We have previously described the adaptation of the case difficulty cube (CDC), a model from business education, that proposes assignment of case difficulty based on three dimensions (analytical, conceptual, and presentation) in pharmacy education.</p> <p><i>Methods:</i> The CDC for use in health science disciplines (modCDC) was evaluated using 13 cases from summative undergraduate pharmacy examinations. Inter-rater agreement (IRA) and inter-rater reliability (IRR) for modCDC ratings were first determined, then a post hoc investigation of the relationship between the modCDC score and student marks was undertaken.</p> <p><i>Results:</i> First, the IRA for each dimension of the modCDC was adequate for aggregating ratings. IRR was excellent for the conceptual axis, good for the presentation axis, and poor for the analytical axis. Second, analysis of the relationship between the modCDC score and student marks indicated that there was a significant difference between student marks awarded at each level of case difficulty, except for the lower levels of difficulty. The results indicate that the modCDC is a relatively robust tool that could be used to determine case difficulty prior to cases being used in assessments.</p> <p><i>Conclusions:</i> The modCDC is a simple tool that can assist academic staff in providing consistent learning opportunities for, and assessment of, pharmacy students at an appropriate level.</p>
Citation	Currents in Pharmacy Teaching and Learning, 14(10), p. 1246-1255
ISSN	1877-1300 1877-1297
Link	https://hdl.handle.net/1959.11/70429
Language	en
Publisher	Elsevier Inc
Title	Design considerations for cases used in pharmacy teaching and learning using the case difficulty cube
Type of document	Journal Article
Entity Type	Publication

Design considerations for cases used in pharmacy teaching and learning using the case difficulty cube

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