Rodis Jennifer Lin, Backo Jennifer, Schmidt Brittany M, Pruchnicki Maria C
The Ohio State University College of Pharmacy, Columbus, Ohio.
Am J Pharm Educ. 2014 Mar 12;78(2):38. doi: 10.5688/ajpe78238.
To implement a student peer-mentoring program with a drug information response assignment in an introductory pharmacy practice course.
Second-year student pharmacists (P2 mentors) enrolled in an independent study course were randomly assigned first-year student pharmacists (P1 mentees) to mentor on a drug information assignment. The P2 mentors provided feedback to P1 mentees' assignment drafts. The P1 mentees had the opportunity to revise the draft prior to turning in the completed assignment to course faculty members for grading.
Both P1 mentees and P2 mentors agreed the mentorship improved their ability to prepare a drug information response (76% and 100%, respectively). A majority of the student pharmacists would choose to be involved in the program again.
The student peer-mentoring program was successful in improving student pharmacists' perceptions of ability to compose a drug information response.
在药学实践入门课程中实施一项带有药物信息回复作业的学生同伴辅导计划。
参加独立研究课程的二年级学生药剂师（P2导师）被随机分配去辅导一年级学生药剂师（P1学员）完成一项药物信息作业。P2导师对P1学员的作业草稿提供反馈。P1学员在将完成的作业提交给课程教员评分之前有机会修改草稿。
P1学员和P2导师都认为这种辅导提高了他们准备药物信息回复的能力（分别为76%和100%）。大多数学生药剂师会选择再次参与该计划。
学生同伴辅导计划成功提高了学生药剂师对撰写药物信息回复能力的认知。
