University of Saint Joseph, School of Pharmacy and Physician Assistant Studies, Hartford, Connecticut.
Marshall B. Ketchum University, College of Pharmacy, Fullerton, California.
Am J Pharm Educ. 2021 May;85(5):8451. doi: 10.5688/ajpe8451. Epub 2021 Feb 11.
To implement and assess the effectiveness of a peer teaching series to increase third year Doctor of Pharmacy (PharmD) students' knowledge of and confidence regarding commonly prescribed medications. All third-year pharmacy students (n=98) at a college of pharmacy were encouraged to participate in the RxReady peer teaching series prior to beginning their advanced pharmacy practice experiences. Each student in the class was assigned a drug to learn in-depth. Twenty-four of the students were randomly selected to provide peer teaching regarding a single medication. These students were required to meet with a faculty member to prepare for their presentation. Assessment methods included completion of pre- and post-intervention quizzes and anonymous surveys regarding the peer-teaching modality. Students also provided qualitative feedback on the series as part of a course survey. Among the 96 students who completed the pre- and post-intervention quizzes, there was a mean increase of 15% (SD=11%) on the post-intervention quiz score compared to the pre-intervention quiz score. Ninety-two (96%) students achieved a higher score on the post-intervention quiz. There was no difference in mean percent change in scores between the pre-and post-intervention quiz for students who presented in class compared with students who did not present (17% [SD=10%] vs 15% [SD=11%], respectively). Student-reported confidence significantly improved across all drug knowledge categories. In each category, the median confidence score increased from 2 (somewhat confident) to 3 (moderately confident). The students' qualitative feedback was generally positive, and they provided suggestions to improve the content and design of the RxReady peer teaching series. A peer teaching approach to reviewing drug information can assist in targeting gaps in PharmD students' drug knowledge and help to build their confidence in their readiness to begin APPEs.
为了实施并评估同伴教学系列的有效性，以增加药学博士（PharmD）三年级学生对常见处方药物的知识和信心。在一所药学院，所有药学三年级的学生（n=98）都被鼓励在开始他们的高级药学实践经验之前参加 RxReady 同伴教学系列。班级中的每个学生都被分配了一种药物进行深入学习。随机选择 24 名学生就单一药物进行同伴教学。这些学生需要与一名教师会面，为他们的演讲做准备。评估方法包括在干预前后完成测验和匿名调查，以了解同伴教学模式。学生还在课程调查中提供了对该系列的定性反馈。在完成干预前后测验的 96 名学生中，与干预前测验相比，干预后测验的分数平均增加了 15%（SD=11%）。92 名（96%）学生的干预后测验分数更高。在课堂上进行演讲的学生和没有演讲的学生的分数在干预前后的变化百分比的平均值没有差异（17%[SD=10%]与 15%[SD=11%]）。在所有药物知识类别中，学生报告的信心都显著提高。在每个类别中，信心得分中位数从 2（有些自信）增加到 3（中等自信）。学生的定性反馈总体上是积极的，并提出了改进 RxReady 同伴教学系列内容和设计的建议。审查药物信息的同伴教学方法可以帮助确定 PharmD 学生药物知识的差距，并帮助他们建立对开始 APPEs 的准备信心。
