Authors
Ya Ping Lee, Ayomide Ogundipe, Tin Fei Sim, Anett Nyaradi, Bryan Low, Taryn Hutchison, Sher-Lin Sackmann, Lesley Ellett, Leanne Chalmers
Published in
American journal of pharmaceutical education. Pages 102109. Oct 19, 2026. Epub Oct 19, 2026.
Abstract
To determine the effect of a student facing assessment blueprint on student assessment-related anxiety and the perceived value of the blueprint for students preparing for assessments in an Integrated Pharmacology and Therapeutics (IPT) unit within an undergraduate Pharmacy programme.
Undergraduate pharmacy students completed the Westside Test Anxiety Scale following the IPT mid-semester test in two consecutive semesters in 2024 - in Semester 1, without assessment blueprints (baseline) and in Semester 2, when assessment blueprints were provided for the mid-semester test and final written examination. Anxiety Scale scores at the two time points were compared and students were invited to participate in a focus group discussion (FGD) following the final written examination in Semester 2.
Fifty-eight and 53 students completed the Anxiety Scale in Semesters 1 and 2, respectively. The mean anxiety score was reduced from 3.71 in Semester 1 to 3.37 in Semester 2. Eight students participated in the FGD. Thematic analysis identified a perceived reduction in assessment-related anxiety attributed to enhanced focus and efficiency in preparing for assessments. Additionally, participants described the broader applicability of assessment blueprints to other units with high cognitive load.
The student facing assessment blueprint reduces assessment-related anxiety and can be used as a valuable tool to support preparation for assessment within an IPT unit.
PMID:
42896789
Bibliographic data and abstract were imported from PubMed on 20 Oct 2026.
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