Abstract
Objectives: Due to the time burden associated with grading, use of written assignments has decreased in the Doctor of Pharmacy curriculum. In order to minimize faculty grading time while maximizing the usefulness of feedback on written assignments, video-recorded feedback was piloted in a Literature Evaluation course.|Method: Multiple graders are used to assess written formulary monograph and drug information consultation assignments. Rubrics are used to maintain consistency among graders. During the study period, students were randomized to receive either traditional feedback using written comments (n=99) or video feedback through recorded, personalized messages (n=74). Graders tracked time spent grading each assignment. Time spent grading each assignment was ranked and compared using the Mann-Whitney test. In addition, all students were surveyed with regard to their perceptions of the feedback received.|Results: Average faculty grading time for traditional and video feedback was 28 minutes and 14 minutes, respectively. Mann-Whitney mean rank grading time was significantly lower for video vs. traditional feedback (p