The University of Arizona College of Pharmacy, Tucson, 85721, USA.
Am J Pharm Educ. 2011 Aug 10;75(6):110. doi: 10.5688/ajpe756110.
To evaluate pharmacy students' drug-drug interaction (DDI) knowledge retention over 1 year and to determine whether presenting DDI vignettes increased knowledge retention.
A knowledge assessment tool was distributed to fourth-year pharmacy students before and after completing a DDI educational session. The questionnaire was re-administered after 1 year to assess knowledge retention. During the intervening year, students had the option of presenting DDI case vignettes to preceptors and other health professionals as part of their advanced pharmacy practice experiences (APPEs).
Thirty-four of 78 pharmacy students completed both the post-intervention and 1-year follow-up assessments. Students' knowledge of 4 DDI pairs improved, knowledge of 3 DDI pairs did not change, and knowledge of the remainder of DDI pairs decreased. Average scores of the 18 students who completed all tests and presented at least 1 vignette during their APPEs were higher on the 1-year follow-up assessment than students who did not, suggesting greater DDI knowledge retention (p = 0.04).
Although pharmacy students' overall DDI knowledge decreased in the year following an educational session, those who presented vignettes to health professionals retained more DDI knowledge, particularly on those DDIs for which they gave presentations. Other methods to enhance pharmacy students' retention of DDI knowledge of clinically important DDIs are needed.
评估药学专业学生在 1 年内对药物相互作用（DDI）知识的保留情况，并确定呈现 DDI 案例是否能增加知识保留。
在完成 DDI 教育课程前后，向四年级药学专业学生分发知识评估工具。在 1 年后重新进行问卷调查，以评估知识保留情况。在这一年的间隔中，学生可以选择将 DDI 案例呈现给导师和其他卫生专业人员，作为其高级药学实践经验（APPE）的一部分。
78 名药学专业学生中有 34 名完成了干预后和 1 年随访评估。学生对 4 对 DDI 的了解有所提高，对 3 对 DDI 的了解没有改变，而其余 DDI 的了解则有所下降。在所有测试中完成并在 APPE 期间呈现至少 1 个案例的 18 名学生的平均分数在 1 年随访评估中高于未呈现案例的学生，表明 DDI 知识保留更多（p=0.04）。
尽管药学专业学生在教育课程后的一年内整体 DDI 知识有所下降，但向卫生专业人员呈现案例的学生保留了更多的 DDI 知识，特别是在他们进行呈现的那些 DDI 方面。需要其他方法来增强药学专业学生对临床上重要 DDI 的 DDI 知识的保留。
