Performance evaluation with a rubric for postgraduate clinical pharmacists

Abstract

Rubrics are considered to have the advantage of direct learning effects, but to date, there have been no reports on the application of rubrics in post-graduate clinical pharmacist education. In this study, a rubric was developed to assess 34 novice pharmacists from 17 hospitals who had joined the profession in 2018. The median total score of the rubric at six months, one year, and two years was 25, 44.5, and 58 points, respectively, indicating a significant increase in performance (P < 0.001). Significant, positive correlations were also found at the half-year point with respect to the overall score and number of assisted patients or cases, the number of diseases encountered, and the number of PreAvoid interventions (P < 0.001). The rubric evaluated the performance and skill improvement of the postgraduate clinical pharmacists. The results indicated that the participants’ metacognitive ability assessment was inadequate and suggested that early clinical experience was necessary at this stage. The conclusion was that the introduction of a rubric-based performance evaluation is practical.