University of Missouri-Kansas City School of Pharmacy, Division of Pharmacy Practice and Administration, Springfield, MO, USA.
University of Missouri-Kansas City School of Pharmacy, Division of Pharmacy Practice and Administration, Kansas City, MO, USA.
Am J Pharm Educ. 2023 Oct;87(10):100554. doi: 10.1016/j.ajpe.2023.100554. Epub 2023 Jun 28.
When effectively executed, content alignment can aid student performance in associated courses. Limited research exists for content alignment of evidence-based medicine (EBM) and pharmacotherapy courses. This study assesses the impact of EBM and pharmacotherapy course alignment on student performance.
Content alignment included assignment of 6 landmark trials in EBM coursework. The articles were identified by pharmacotherapy instructors as "landmark" to management of associated diseases in the aligned pharmacotherapy semester. Articles were the basis for quizzes over skills taught in the EBM course and were referenced during pharmacotherapy lectures.
During the alignment semester, students were more likely to cite specific guidelines and/or primary literature to rationalize pharmacotherapeutic plans on examinations compared with the prealignment period (54% vs 34%). Overall, pharmacotherapy case performance and plan rationale scores were significantly higher in the alignment semester compared with prealignment. Student performance on the Assessing Competency in Evidence-Based Medicine tool improved from the start of the semester (8.64, SD 1.66) to the end (9.5, SD 1.49; mean score +0.86). Comfort in applying EBM analysis to primary literature increased significantly between the first and final assignments, with 6.7% and 71.7% of students self-reporting a high degree of confidence, respectively. Students (73%) reported an enhanced understanding of pharmacotherapy due to alignment compared with a previous semester of pharmacotherapy without alignment.
The use of landmark trial assignments to align EBM and pharmacotherapy coursework demonstrated a positive impact on student rationale for clinical decision-making and student confidence in evaluating primary literature.
内容对齐在相关课程中可以有效提高学生的表现。目前针对循证医学（EBM）和药物治疗学课程的内容对齐的研究有限。本研究评估了 EBM 和药物治疗学课程对齐对学生表现的影响。
内容对齐包括在 EBM 课程作业中分配 6 项具有里程碑意义的试验。这些文章是由药物治疗学教师确定的，因为它们是与对齐的药物治疗学期相关疾病管理的“里程碑”。这些文章是 EBM 课程中教授技能的测验基础，也是药物治疗学讲座的参考资料。
在对齐学期，与前对齐期相比，学生在考试中更有可能引用具体的指南和/或原始文献来合理化药物治疗计划（54%比 34%）。总体而言，在对齐学期，药物治疗学病例表现和计划推理得分明显高于前对齐期。学生在评估循证医学能力工具上的表现从学期开始（8.64，SD 1.66）到学期结束（9.5，SD 1.49；平均得分+0.86）有所提高。学生对将 EBM 分析应用于原始文献的信心显著增强，第一次和最后一次作业分别有 6.7%和 71.7%的学生报告高度自信。与之前没有对齐的药物治疗学期相比，学生（73%）报告说由于对齐，他们对药物治疗学的理解得到了增强。
使用具有里程碑意义的试验分配来对齐 EBM 和药物治疗学课程作业，对学生临床决策推理的合理性和学生评估原始文献的信心产生了积极影响。
