Notice of RetractionRubrics of some pharmaceutical skills

Notice of Retraction

After careful and considered review of the content of this paper by a duly constituted expert committee, this paper has been found to be in violation of IEEE´s Publication Principles.

We hereby retract the content of this paper. Reasonable effort should be made to remove all past references to this paper.

The presenting author of this paper has the option to appeal this decision by contacting TPII@ieee.org.

Introduction: Constructivism is a theory about how learners come to know. A constructivist learning environment is defined as a place where learners may work together and support each other as they use variety of tools and information resources in their guided pursuit of learning goals and problem-solving activities. Assessment strongly influences student´s learning, including what they study, when they study, how much work they do and the approach they take to their learning. For this reason assessment in the context of constructivism theory is based on performance “performance-based assessment”. Assessment tasks may not be assessing what we think they are assessing, they may be assessing lower-level understanding of the material, and may be failing to assess the stated outcomes of a program of study. To overcome this problem and enhance the quality of assessment, student-centered theory with formative assessment shoulb imployed. One of the most important needed parameters for performance-based assessment is Rubrics. This paper addresses detailed description of the performance tasks of some pharmaceutical skills and rubrics for evaluation of these performance skills. Methods and Results: Three pharmaceutical skills are subdivided into many small tasks. For each task a thorough description of the task and the rubrics for evaluation were performed with defining standards of the assessment. The results are a complete list of chopped pharmaceutical skills with well defined rubrics and standards of e- aluation ready to be applied whenever constructivism theory is applied to pharmacy education. Conclusion: It is mandatory to reconsider the way we teach our students. Performance-based assessment is a tool that greatly assesses what students learn and ready to perform. This is a definite way of improving quality of pharmacist graduation.