Lisenby Katelin M, Scarbrough Catherine, Pinner Nathan A, Leeper James, Xu Qiong, Carroll Dana G
Auburn University Harrison School of Pharmacy, Department of Family, Internal, and Rural Medicine, University of Alabama College of Community Health Sciences, 211 Peter Bryce Boulevard, Tuscaloosa, AL 35401, United States.
Department of Family, Internal, and Rural Medicine, University of Alabama College of Community Health Sciences University Medical Center, Box # 870374, Tuscaloosa, AL 35487, United States.
Curr Pharm Teach Learn. 2018 Nov;10(11):1501-1506. doi: 10.1016/j.cptl.2018.08.006. Epub 2018 Aug 28.
The Society of Teachers of Family Medicine Group on Pharmacotherapy recommends a formal curriculum during family medicine residency training and describes benefits of utilizing pharmacists. Limited literature exists on how programs have incorporated questions from family medicine board preparation sources into pharmacotherapy academic education. The primary objective was to assess the impact on family medicine residents' perceived knowledge after incorporation of board review items into pharmacotherapy sessions.
Pharmacists affiliated with the University of Alabama Family Medicine Residency program incorporated questions from board preparation sources into monthly interactive pharmacotherapy sessions as part of a didactic curriculum between 2014 and 2016. An anonymous survey was administered for two consecutive years in 2015 and 2016 to assess residents' perceptions of the sessions and utilization of board-type questions as an active learning component. The change in residents' perception of knowledge was quantitatively analyzed and written comments were evaluated for recurring themes.
The cumulative survey response was 78% (68/87). Over 80% of residents reported that pharmacotherapy sessions and the use of board-type questions was quite or very helpful. The percent of residents that rated their knowledge as good or excellent significantly increased after every session compared to baseline. Residents noted the sessions' information, applicability, interactive nature, and relevance as strengths.
Incorporation of board preparation questions into interactive pharmacotherapy sessions was well received and improved residents' perception of pharmacotherapy knowledge. Utilizing this model in a formal pharmacotherapy curriculum taught by pharmacists is beneficial for family medicine resident learners.
家庭医学教师协会药物治疗小组建议在家庭医学住院医师培训期间设置正式课程，并阐述了利用药剂师的益处。关于各项目如何将家庭医学委员会备考资料中的问题纳入药物治疗学术教育的文献有限。主要目的是评估将委员会复习题目纳入药物治疗课程后对家庭医学住院医师感知知识的影响。
2014年至2016年期间，阿拉巴马大学家庭医学住院医师项目的附属药剂师将委员会备考资料中的问题纳入每月一次的互动式药物治疗课程，作为教学课程的一部分。在2015年和2016年连续两年进行了一项匿名调查，以评估住院医师对课程的看法以及将委员会类型问题作为主动学习组成部分的使用情况。对住院医师知识感知的变化进行了定量分析，并对书面评论中的反复出现的主题进行了评估。
累计调查回复率为78%（68/87）。超过80%的住院医师表示药物治疗课程和使用委员会类型问题非常有帮助。与基线相比，每次课程后将自己的知识评为良好或优秀的住院医师比例显著增加。住院医师指出课程的信息、适用性、互动性和相关性是优势所在。
将委员会备考问题纳入互动式药物治疗课程受到了好评，并提高了住院医师对药物治疗知识的认知。在由药剂师教授的正式药物治疗课程中采用这种模式对家庭医学住院医师学习者有益。
