Warholak Terri L, Hines Lisa E, Song Mi Chi, Gessay Austin, Menke J Michael, Sherrill Duane, Reel Sally, Murphy John E, Malone Daniel C
College of Pharmacy, University of Arizona, Tucson, AZ 85721, USA.
J Am Acad Nurse Pract. 2011 Apr;23(4):216-21. doi: 10.1111/j.1745-7599.2011.00599.x. Epub 2011 Mar 28.
To evaluate and compare the drug-drug interaction (DDI) knowledge of pharmacy, medical, and nurse practitioner (NP) students who are beginning supervised clinical practice.
This study utilized a prospective evaluation of DDI knowledge among healthcare professional students who were currently enrolled in their final didactic year at the University of Arizona Colleges of Medicine, Pharmacy, or Nursing's NP program. Students were asked to assess 15 drug pairs and to select an appropriate management strategy for each pair. The primary outcome measure was the ability to correctly categorize each drug pair into one of the five management responses. The secondary outcome measure was the number of clinically significant DDIs recognized.
Pharmacy students demonstrated significantly better knowledge than medical and NP students with respect to identifying and selecting management strategies for possible DDIs. However, there is much room for improvement for all groups.
An increase in curricular content that focuses on DDIs has the potential to better prepare medical, pharmacy, and NP students for practice situations involving DDI alerts, and to increase the quality of patient care.
评估并比较刚开始接受临床实习督导的药学、医学及执业护士（NP）专业学生的药物相互作用（DDI）知识。
本研究对亚利桑那大学医学院、药学院或护理学院NP项目中处于最后理论学习年的卫生专业学生的DDI知识进行了前瞻性评估。要求学生评估15对药物，并为每对药物选择合适的管理策略。主要结局指标是将每对药物正确归类到五种管理应对措施之一的能力。次要结局指标是识别出的具有临床意义的DDI数量。
在识别和选择可能的DDI管理策略方面，药学专业学生表现出比医学专业和NP专业学生明显更好的知识水平。然而，所有组都有很大的改进空间。
增加专注于DDI的课程内容有可能更好地让医学、药学和NP专业学生为涉及DDI警报的实践情况做好准备，并提高患者护理质量。
