Post-Doctoral Academic Fellow, University of Houston College of Pharmacy, 4849 Calhoun Rd, Room 4019, Houston, TX 77204, United States.
University of Houston College of Pharmacy, United States.
Curr Pharm Teach Learn. 2021 Mar;13(3):279-287. doi: 10.1016/j.cptl.2020.10.004. Epub 2020 Nov 27.
It is unknown if students with previous pharmacy technician experience benefit from a community pharmacy dispensing lab. Anecdotally, students with previous technician experience often do not feel a substantial benefit from the course. The purpose of this project was to evaluate pharmacy practice knowledge and perceptions of those with and without prior technician experience in a community lab course.
Doctor of pharmacy students enrolled in the lab course were included in the study. All students were administered a pre- and post-course self-perceptions survey and knowledge assessment (20 scenario-based multiple-choice questions). The knowledge assessment evaluated understanding of community pharmacy law, workflow, inventory, insurance, and prescription verification. Survey variables analyzed included length of experience, confidence, and course expectations. Results were analyzed using student's t-tests.
A total of 216 students completed the pre- and post-assessments and were included for analysis. Students with previous technician experience scored statistically significantly higher on the knowledge assessment than students without experience (pre: 57% vs. 33%, post: 67% vs. 53%, respectively). Students without prior technician experience had many statistically significant increases in perceptions of knowledge and confidence, while those with prior technician experience had few.
There is a baseline knowledge gap between students with technician experience and those without in a community pharmacy simulation lab. Results of this study have identified specific gaps which may be useful for course structure and design. This data supports investigation into 'testing out' or providing separate tracks in a community lab for experienced and non-experienced students.
目前尚不清楚是否具有先前药剂技术员经验的学生能从社区药房配药实验室中受益。据传闻，具有先前技术员经验的学生通常不会从该课程中获得实质性的收益。本项目的目的是评估具有先前技术经验和无先前技术经验的学生在社区实验室课程中的实践知识和看法。
参与该实验室课程的药学博士学生被纳入研究。所有学生都接受了课前和课后自我认知调查和知识评估（20 个基于情景的多项选择题）。知识评估评估了对社区药房法律、工作流程、库存、保险和处方验证的理解。调查变量分析包括经验长度、信心和课程期望。使用学生 t 检验分析结果。
共有 216 名学生完成了课前和课后评估，并被纳入分析。具有先前技术员经验的学生在知识评估中的得分明显高于没有经验的学生（课前：57%比 33%，课后：67%比 53%）。没有先前技术员经验的学生在知识和信心方面有许多明显的提高，而具有先前技术员经验的学生则很少。
在社区药房模拟实验室中，具有技术员经验的学生与没有经验的学生之间存在基础知识差距。这项研究的结果确定了特定的差距，这对于课程结构和设计可能是有用的。这些数据支持对有经验和无经验的学生进行“测试”或在社区实验室中提供单独课程的调查。
