Abstract
OBJECTIVES: To identify instructional and assessment problems leading to pharmacy students' failure to retain pharmacokinetics abilities into the experiential year and develop an instructional methodology and abilities-based assessment tool to address the problem. METHODS: Pharmacokinetic instructional methods were assessed and an abilities-based assessment tool was developed and utilized as a requirement for curricular progression. Both the instructional methodology and the assessment tool were evaluated using abilities-based outcomes and faculty surveys. ASSESSMENT: Both instructional methods and assessment methods improved student pharmacokinetic skill performance in the direct patient-care environment. CONCLUSIONS: Continual assessment, modification, and implementation of teaching methods and the adoption of a high-stakes abilities-based assessment impacted student learning in a problem-based, integrated course.