Improving the remediation process for skills-based laboratory courses in the doctor of pharmacy curriculum

Jennifer S. Chen, David E. Matthews, Jared Van Hooser, Laura E. Knockel, Kim Lintner, Morgan Stoa, Jamie L. Woodyard, Deanna Tran

Research output: Contribution to journalArticlepeer-review

2 Scopus citations


When students fail to meet minimum competence standards on summative pharmacy skills-based assessments, remediation can be used to ensure student readiness for progression. Skills-basedrem ediation is challenging as a high volume of resources is required to develop an action plan that addresses the heterogeneity in student needs and to create and execute another assessment equivalent to the initial assessment. Although many Doctor of Pharmacy (PharmD) programs face these same challenges, there is no consensus on how to best address them. Recently, faculty from six PharmD programs convened to share ideas and approaches to overcoming these challenges. This commentary aims to define remediation as it pertains to summative skills-based assessments, share our consensus views regarding remediation best practices, and highlight areas where there is more work to be done. Our intent is to advance the ongoing conversation and empower institutions to develop their own effective and impactful skills-based remediation policies, procedures, and activities.

Original languageEnglish (US)
Article number8447
Pages (from-to)533-536
Number of pages4
JournalAmerican journal of pharmaceutical education
Issue number7
StatePublished - Aug 2021

Bibliographical note

Publisher Copyright:
© 2021, American Association of Colleges of Pharmacy. All rights reserved.


  • Competence
  • Remediation
  • Skills
  • Skills lab

PubMed: MeSH publication types

  • Journal Article


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