J Am Osteopath Assoc. 2020 Apr 1;120(4):218-227. doi: 10.7556/jaoa.2020.038.
Medication nonadherence is an important barrier to achieving optimal clinical outcomes. Currently, there are limited data on methods used to train medical students about medication adherence.
To evaluate the knowledge, confidence, and attitudes of first-year osteopathic medical students before and after a 30-minute peer-to-peer medication adherence education program led by a third-year pharmacy student.
All first-year medical students from Touro University California College of Osteopathic Medicine were invited to participate in 1 of 3 medication adherence educational sessions held in May 2019. A third-year pharmacy student who received training from Touro University California College of Pharmacy faculty served as the peer educator. Each session took approximately 1 hour to complete. The session included a preprogram survey, a 30-minute program, and a postprogram survey. Survey items included demographics; medication adherence knowledge, confidence, and attitudes; and attitudes toward the peer-to-peer educational format. Statistical comparisons of preprogram and postprogram knowledge, confidence, and attitudes were made using a paired t test, the McNemar test, and the Wilcoxon signed-rank test. P<.05 was considered statistically significant. A sample size calculation was performed using mean knowledge scores to determine whether the study achieved 80% power.
Twenty-three students participated in the study. Medication adherence knowledge scores improved after the program (17.4 [77.4%] vs 9.98 [92.2%]; P<.001). Confidence scores also improved for all 7 survey items (P<.001). Medical students had more positive attitudes toward medication adherence after the program, with 8 of 10 survey items in this domain showing improvement. Most students had a positive attitude toward the peer-to-peer educational format. All participants reported that they would implement the medication adherence skills learned at the program with future patients.
A 30-minute peer-to-peer program led by a pharmacy student improved first-year medical students' knowledge, confidence, and attitudes with regard to medication adherence and provided an effective format to enhance interprofessional learning and collaboration.
药物依从性是实现最佳临床效果的一个重要障碍。目前，关于培训医学生药物依从性的方法数据有限。
评估第一年骨疗医学学生在接受由第三年药学学生主导的 30 分钟同伴药物依从性教育计划前后的知识、信心和态度。
邀请加利福尼亚骨疗医学院的所有第一年医学学生参加 2019 年 5 月举行的 3 次药物依从性教育课程中的 1 次。接受加利福尼亚骨疗医学院药学系教师培训的第三年药学学生担任同伴教育者。每次课程大约需要 1 小时完成。课程包括课前调查、30 分钟的课程和课后调查。调查项目包括人口统计学信息、药物依从性知识、信心和态度以及对同伴教育模式的态度。使用配对 t 检验、McNemar 检验和 Wilcoxon 符号秩检验对课前和课后的知识、信心和态度进行统计学比较。P<.05 被认为具有统计学意义。使用平均知识得分进行样本量计算，以确定研究是否达到 80%的功效。
23 名学生参加了研究。该计划实施后，药物依从性知识得分提高（17.4 [77.4%] 与 9.98 [92.2%]；P<.001）。所有 7 项调查项目的信心得分也有所提高（P<.001）。医学生对药物依从性的态度更为积极，在这一领域的 10 项调查项目中有 8 项得到改善。大多数学生对同伴教育模式持积极态度。所有参与者均表示他们将在未来的患者中实施在计划中学到的药物依从性技能。
由药学学生主导的 30 分钟同伴计划提高了第一年医学学生对药物依从性的知识、信心和态度，并提供了一种有效的模式，以增强跨专业学习和协作。
