Department of Pharmacy Practice, 96887Philadelphia College of Osteopathic Medicine, Suwanee, GA, USA.
Pharmacy Department, 19998Atlanta VA Medical Center, Decatur, GA, USA.
J Pharm Pract. 2022 Dec;35(6):1021-1024. doi: 10.1177/08971900211018430. Epub 2021 May 21.
Competent pharmacy practice requires the ability to critically evaluate the medical literature and communicate pharmacotherapy information and recommendations to healthcare practitioners. Given the limited research on how these skills are taught, a seminar course in the third year of the pharmacy curriculum was designed to strengthen these skills and abilities.
This was a prospective, pre- and post-cohort survey design. Students were informed of the study's intent with participation being voluntary and not affecting their course grade. Students received the same survey at the beginning and end of the semester. The 20-question survey assessed self-perceived confidence in the domains of communication and literature evaluation using a 5-point, Likert-type Strongly Disagree-Strongly Agree Scale. Demographic information and students' previous pharmacy work and internship experience were collected as a part of the survey. Descriptive statistics and Student's t-test were used to assess the research question and comparisons of student demographics.
Sixty-eight of a possible 91 students (75% response rate) completed both the pre- and post-survey. There was no statistically significant differences between any of the measured demographics. Overall, students slightly agreed they were confident in their communication and literature evaluation skills in the pre-course evaluation, with communicating drug interactions as the least confident area. Post-course, students were significantly more confident in all but 5 of 20 measured areas.
The Seminar course resulted in a positive change in students' perception of confidence to communicate with healthcare professionals and ability to evaluate drug literature.
胜任的药学实践需要能够批判性地评估医学文献，并向医疗保健从业者传达药物治疗信息和建议。鉴于关于如何教授这些技能的研究有限，在药学课程的第三年设计了一门研讨会课程，以加强这些技能和能力。
这是一项前瞻性的、前后队列调查设计。学生被告知研究的目的，参与是自愿的，不会影响他们的课程成绩。学生在学期开始和结束时收到相同的调查。这份 20 个问题的调查使用 5 分制的强烈不同意到强烈同意量表评估了在沟通和文献评估领域的自我感知信心。人口统计学信息以及学生之前的药学工作和实习经验作为调查的一部分进行了收集。使用描述性统计和学生 t 检验来评估研究问题和学生人口统计学的比较。
91 名可能的学生中有 68 名（75%的回复率）完成了前后两次调查。在任何测量的人口统计学特征方面都没有统计学上的显著差异。总体而言，学生们在课前评估中对自己的沟通和文献评估技能略有信心，其中沟通药物相互作用的信心最低。课后，学生们在除 20 个测量领域中的 5 个领域之外，对所有领域都更加有信心。
研讨会课程导致学生对与医疗保健专业人员沟通的信心和评估药物文献的能力的感知发生了积极变化。
