University of North Texas System College of Pharmacy, Fort Worth, Texas.
Texas Health Presbyterian Dallas Hospital, Dallas, Texas.
Am J Pharm Educ. 2020 Feb;84(2):7473. doi: 10.5688/ajpe7473.
To revise a traditional sterile compounding course to include content, competencies, and immersive simulations relevant to the current practice of sterile compounding pharmacy. Faculty and staff at the University of North Texas System College of Pharmacy made significant revisions to an existing sterile compounding course. Instruction was provided in didactic and laboratory sessions and delivered in three modules: fundamental skills, integration of skills and knowledge, and exceptions and specialty topics. Integration laboratory sessions consisted primarily of repetitive but increasingly difficult simulations that included both technician and pharmacist activities. Assessment methods included checkpoint assessments, a mock objective structured clinical examination (OSCE), a written examination, and a final comprehensive OSCE. Effectiveness of the course redesign was assessed by comparing student performance on assessments, overall course performance, and student perceptions extracted from the student course evaluation. Of the 364 students enrolled in the sterile compounding course across four terms, 156 were in the pre-implementation cohort (cohort 1) and 208 were in the post-implementation cohort (cohort 2). Two hundred twenty-eight students completed the course evaluation. Course evaluations significantly demonstrated students' improved perceptions related to seven of 11 survey elements, most notably, critical thinking, integration of concepts, and students feeling challenged. Student performance on laboratory summative assessments also improved. However, written examination scores did not change. This novel sterile compounding course provided a practice-oriented blueprint for instruction and assessment of sterile compounding.
将传统的无菌制剂课程进行修订，纳入与当前无菌制剂实践相关的内容、能力和沉浸式模拟。北德克萨斯州大学系统药学院的教师和工作人员对现有的无菌制剂课程进行了重大修订。教学内容包括理论和实验室课程，并分为三个模块：基本技能、技能和知识的整合以及特殊和专业主题。整合实验室课程主要包括重复但难度逐渐增加的模拟，包括技术员和药剂师的活动。评估方法包括检查点评估、模拟客观结构化临床考试（OSCE）、书面考试和最终综合 OSCE。通过比较评估、总体课程表现以及从学生课程评估中提取的学生感知，评估课程重新设计的效果。在四个学期的无菌制剂课程中，有 364 名学生注册，其中 156 名学生在前实施阶段（第 1 组），208 名学生在后实施阶段（第 2 组）。有 228 名学生完成了课程评估。课程评估显著表明，学生对 11 个调查要素中的 7 个的看法得到了改善，尤其是批判性思维、概念的整合以及学生的挑战感。实验室总结评估的学生表现也有所提高。然而，书面考试成绩没有变化。这种新颖的无菌制剂课程为无菌制剂的教学和评估提供了一个面向实践的蓝图。
