Admissions WorkshopPCAT: Proposed Changes for the Future

Andrea L. Wall, BSPharm., R.Ph.

Paul W. Jungnickel, Ph.D., R.Ph.

Renee M. DeHart, Pharm.D.

AACP Governance Admissions

PCAT Advisory Committee PharmCAS Advisory Panel

Gayle Brazeau, Univ of New EnglJennifer Adams, AACPKathy Besinque, Univ Southern CalRenee DeHart, Samford UniversityMary Euler, Univ of CharlestonEric Hanson, Roseman UniversityPaul Jungnickel, Auburn UniversityRodney Larson, Husson UniversityPaul Ranelli, Univ of MinnesotaTheodore Tong, Univ of Arizona 

Jennifer Clutter, West Virginia UnivJennifer Adams, AACPTom TenHoeve, Univ of Illinois Jeremy Altschafl, Univ Wisconsin Renae Chestnut, Drake UniversityJoel Gonzales, Univ California-SFPeter Haeg, University of MinnesotaJennifer Hess, University of BuffaloMike Kelly, University of IowaJonathan Parker, Samford UnivCyndi Porter, Calif Northstate UnivAndrea Wall, Univ of Cincinnati

Admissions Landscape

• Pre-Pharm Curriculum

• Holistic Admissions

• Other Health Professions

AACP Interim meeting February 2013

Special meeting of the PCAT Advisory Committee included members of PCAT Advisory Committee, PharmCAS Advisory Panel, Peggy Piascik, President-elect AACP, Kathy Kelley, Marilyn Speedie, Pearson staff

Argus Commission 2012

Recommendation of the Argus Commission 2012 report

Examination of the Role of Pre-Pharmacy Education in Cultivating “Habits of the Mind” in PharmacistsRecommendation : use of assessment tools for affective domain- critical thinking, problem solving, inquisitiveness, professionalism

Cultivating ‘Habits of Mind’ in the Scholarly Pharmacy Clinician: Report of the 2011-12 Argus Commission AJPE 2012:76(6)

Examples of Assessment tools

• Personal Potential Index (PPI)

• California Critical Thinking Skills Test

• Situational Judgment Testing

• Professionalism Assessment Tool Cross-Validation of an Instrument for Measuring Professionalism Behaviors, Kelley et al AJPE 2011 75(9)

PCAT

Can PCAT be modified to assess the affective domain?

Moving Forward: Proposed Revisions to the PCAT

• Present current PCAT model and proposals for 2 additional years

• Highlight changes under consideration– Greater critical thinking and reasoning– Items based on more extensive reading– Decreased test duration

• Solicit discussion and feedback

Current PCAT Blueprint

PCAT Subtest

Number of Operational

Items

Number of Experimental

Items Time AllowedPart 1: Writing 1 Prompt (operational) 30 min.Part 2: Verbal Ability 40 8 30 min.

Analogies 25 5 Sentence Completion 15 3

Part 3: Biology 40 8 30 min.General Biology 20–22 4

 Microbiology 7–8 1–2Anatomy & Physiology 12–13 2–3

Part 4: Chemistry 40 8 30 min.General Chemistry 20–22 5–6

 Organic Chemistry 12–13 2–3Basic Biochemistry Processes 7–8 1–2  

Rest Break 15 min.Part 5: Writing 1 Prompt (experimental) 30 min.

Part 6: Reading Comprehension 40 / 5 passages 8 / 1 passage 50 min.Comprehension 12–13 2–3

 Analysis 15 3–4Evaluation 12–13 2–3

Part 7: Quantitative Ability 40 8 40 min.Basic Math 5–6 1–2

 

Algebra 7–8 1–2Probability & Statistics 7–8 1–2Pre-Calculus 9–10 2–3Calculus 9–10 2–3

Total Test200 multiple-

choice items + 1 writing prompt

40 multiple-choice items + 1 writing

prompt

240 min. = 4 hrs. + Rest Break

Options for 2014-2015

• Goal is to move towards items that require higher order thinking and reasoning

• Field-test items for Biology, Chemistry, and with more extensive passages (4 items per passage)

• Field-test Quantitative items with problem or scenario stated in stem text

• Field-test Reading Comprehension items with humanities and Social Science content

• Remove Verbal Ability – need your feedback– Would allow more time to test new item types in Biology,

Chemistry and Quantitative sections

Proposed PCAT Test Blueprint for 2014–15: Field-Testing New Item Types

PCAT SubtestNumber of

Operational ItemsNumber of Experimental

Items / Passages Time AllowedPart 1: Writing 1 Prompt (operational) 30 min.Part 2: Verbal Ability 40 0 25 min.

Analogies 25 0 Sentence Completion 15 0

Part 3: Biology 408 / 2 (experiment, scenario, or

other context in passage) 35 min.General Biology 20–22 4

 Microbiology 7–8 1–2Anatomy & Physiology 12–13 2–3

Part 4: Chemistry 408 / 2 (experiment, scenario, or

other context in passage) 35 min.General Chemistry 20–22 5–6

 

Organic Chemistry 12–13 2–3

Basic Biochemistry Processes 7–8 1–2Rest Break 15 min.

Part 5: Reading Comprehension 40 / 5 passages8 / 1 (humanities or social

sciences content) 50 min.Comprehension 12–13 2–3

 Analysis 15 3–4Evaluation 12–13 2–3

Part 6: Quantitative Ability 408 (problem or scenario stated

in stem text) 45 min.Basic Math 5–6 1–2

 

Algebra 7–8 1–2Probability & Statistics 7–8 1–2Pre-Calculus 9–10 1–2Calculus 9–10 1

Total Test200 multiple-choice

items + 1 writing prompt

32 multiple-choice items220 min. = 3 hrs. 40 min. + Rest

Break

Looking Forward to 2015-2016

• Goal is to increase testing of critical thinking• Biological and Chemical processes: 40-50 percent of

items with passages• Critical Reading: 40-60 percent of items from

humanities and social sciences• Quantitative Reasoning

– 40-50 percent of items with stem text set-up– Less emphasis on calculus and pre-calculus

Proposed PCAT Test Blueprint for 2015–16: Introducing New Operational Items

PCAT Subtest

Operational Items /

Passages

Experimental Items / Passages

Time Allowed

Part 1: Writing 1 Prompt (operational) 30 min.Part 2: Biological Processes(40–50% of items with passages)

40 Items / 4–5 Passages

8 Items / 2 Passages 45 min.

General Biology 20–22 4

 Microbiology 7–8 1–2Anatomy & Physiology 12–13 2–3

Part 3: Chemical Processes(40–50% of items with passages)

40 Items / 4–5 Passages

8 Items / 2 Passages 45 min.

General Chemistry 20–22 5–6

 Organic Chemistry 12–13 2–3Basic Biochemistry Processes 7–8 1–2

Rest Break 15 min.Part 4: Critical Reading(40–60% of items with humanities or social science passages)

40 Items / 5 Passages

 8 Items / 1 Passage 50 min.

Comprehension 12–13 2–3

 Analysis 15 3–4Evaluation 12–13 2–3

Part 5: Quantitative Reasoning(40–50% of items with stem text set-up) 40 8 45 min.

Basic Math 9–10 1–2

 

Algebra 9–10 1–2Probability & Statistics 7–8 1–2Pre-Calculus 7–8 1–2Calculus 5–6 1

Total Test

160 multiple-choice items + 1 writing

prompt

32 multiple-choice items

215 min. = 3 hrs. 35 min. + Rest Break

Situational Judgment Tests (SJTs)

• Test which presents realistic, hypothetical scenarios

• SJTs not simply “off the shelf” tests, but are designed to address specific role requirements

• Have been used in functions such as personnel selection

Desired SJT Assessments Presented to Pearson

• Empathy and altruism

• Ethical reasoning, integrity

• Interpersonal skills

• Team player

• Self awareness

• Problem solving, creativity

Sample SJT

(Available at: http://www.assessmentday.co.uk/situational-judgement-test/SJT-Questions.pdf

)

SJT: Current Status

• Pearson’s Talent Team has been further researching SJTs this spring

• Update to PCAT Advisory Committee due at its meeting here in Chicago

• AAMC also looking at SJTs this summer

Questions for Today’s Audience

Future Follow-up

• A call for feedback will be sent to Student Services SIG: due August 1st

• Webinar(s) being planned:

Tuesday, 9/17/13 from 2 - 3 p.m. CT

Wednesday, 9/18/13 from 10 -11 a.m. CT. 

Discussion and Questions