Abstract
ObjectiveTo determine the impact of focused teaching (FT) methods during an Advanced Pharmacy Practice Experience (APPE) on student pharmacist knowledge compared to usual teaching (UT). MethodsStudent pharmacists completing a five-week Ambulatory Care or Acute Care/General Medicine APPE from January 2011 to December 2012 were randomized to receive either UT or FT. Each student pharmacist completed a pre-rotation and post-rotation assessment. The absolute change in assessment scores between the groups was evaluated. ResultsA total of 34 and 44 student pharmacists were included in the UT and FT arms, respectively. Overall, the mean pre-rotation assessment score was 42/75 (56%) and mean post-rotation assessment score of 46/75 (61%) (p ≤ 0.001). The absolute change in assessment score was 4.03 ± 6.30 and 4.84 ± 6.65 (p = 0.586) for the UT and FT groups, respectively. ConclusionDuring a five-week APPE, FT had a similar influence on student pharmacist knowledge as UT when evaluating pre- and post-rotations assessments.
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