854: STUDENT-LED PODCASTS TO ENHANCE LITERATURE EVALUATION AND CRITICAL THINKING IN A PHARMACY PROGRAM

Abstract

Introduction: Evaluation of primary literature is essential for pharmacists to provide pharmacotherapy recommendations that are safe and efficacious. Recent data has shown that up to 20% of graduating students and preceptors disagreed that students were prepared to evaluate scientific literature. Podcasts have become an effective educational tool for sharing healthcare related information in a shortened, easily digestible format. The objective of this project was to evaluate student learning outcomes in a critical care therapeutics course when podcasts were utilized as an active learning assignment. Methods: This learning activity took place in a critical care elective course for P3 students at the University of Houston. In groups, students created a 15–20-minute podcast episode discussing a landmark critical care trial. Skills lab sessions were used to listen to podcasts and for small group discussions. The primary objective was to determine if the learning activity improved student perceptions of their comfort and ability to critically evaluate literature. A 10-question pre-post class survey (Likert scale 1-5) was used to assess student perceptions and comfort in evaluating literature. Student performance on the literature evaluation assignments was assessed with a standardized rubric. Results: A total of 92 students participated in the activity. Student perceptions of their ability to evaluate literature improved on all 7 questions, including comfort in interpreting study designs (1.18-point increase, p< 0.001), interpreting results tables (1.05-point increase, p< 0.001), and applying findings to patient care (0.95-point increase, p< 0.001). Students also indicated improved confidence in ability to give an oral presentation on primary literature (1.32-point increase, p< 0.001). Students scored fully proficient on most components of the evaluation rubric, with accurate description of the results/conclusion being the lowest dimension (89% proficient). Conclusions: Incorporation of a student-led podcast activity resulted in improved student perceptions regarding comfort and ability to evaluate primary literature. Future research should assess the impact of student led podcasts on learning outcomes related to other areas of pharmacy and healthcare education.