Vadiei Nina, Lee Jeannie K
Assistant Dean and Associate Professor, Department of Pharmacy Practice and Science, The University of Arizona College of Pharmacy, Tucson, Arizona.
Ment Health Clin. 2022 Aug 23;12(4):225-231. doi: 10.9740/mhc.2022.08.225. eCollection 2022 Aug.
Rates of depression and anxiety continue to increase in the United States. It's important for pharmacy students to graduate knowledgeable and confident in treating these disorders. The purpose of this study was to evaluate whether a virtual active-learning exercise (choose your own adventure) is helpful in teaching students how to manage medications for depression and anxiety.
Third-year pharmacy students responded to preactivity questions and then worked on a single patient case in which the presenting problem is worsening depression and anxiety. Students worked in virtual groups of 4 to 5 to select 1 treatment among 5 multiple-choice options and documented the rationale for their choice. Each multiple-choice option led to a different follow-up case. After writing their assessment and plan, the instructor debriefed on therapeutic concepts from each follow-up case. Students then answered postactivity questions and participated in a voluntary survey consisting of 10 retrospective questions.
Of 106 participants, 85 completed the survey (80.2% response rate). Most agreed that their understanding of treatment of depression and anxiety disorders increased following participation (92.9% /). This was supported by an increase in the percentage of correct responses on the knowledge questions (preactivity: 67.2%, n = 91; postactivity: 83.5%, n = 97; = .01). Additionally, students reported their confidence in their understanding of depression and anxiety management increased following activity participation (93.0% /).
The virtual active-learning exercise improved student knowledge and confidence in managing depression and anxiety treatments. Educators teaching depression and anxiety pharmacotherapy may consider implementing such activity into their lecture(s).
在美国，抑郁症和焦虑症的发病率持续上升。药学专业学生毕业时具备治疗这些疾病的知识并充满信心非常重要。本研究的目的是评估虚拟主动学习练习（选择你自己的冒险）是否有助于教授学生如何管理抑郁症和焦虑症的药物治疗。
三年级药学专业学生回答活动前的问题，然后处理一个单一患者病例，其中呈现的问题是抑郁症和焦虑症病情恶化。学生们以4至5人的虚拟小组形式工作，从5个多项选择题选项中选择1种治疗方法，并记录他们选择的理由。每个多项选择题选项都会引出不同的后续病例。在撰写他们的评估和计划后，教师对每个后续病例的治疗概念进行了总结汇报。然后学生回答活动后的问题，并参与一项由10个回顾性问题组成的自愿调查。
在106名参与者中，85人完成了调查（回复率为80.2%）。大多数人同意，参与后他们对抑郁症和焦虑症治疗的理解有所增加（92.9%）。这得到了知识问题正确回答百分比增加的支持（活动前：67.2%，n = 91；活动后：83.5%，n = 97；P =.01）。此外，学生们报告说，参与活动后他们对理解抑郁症和焦虑症管理的信心有所增加（93.0%）。
虚拟主动学习练习提高了学生在管理抑郁症和焦虑症治疗方面的知识和信心。教授抑郁症和焦虑症药物治疗的教育工作者可能会考虑在他们的讲座中实施这样的活动。
