Student-led review sessions to reinforce pharmacotherapy knowledge prior to APPEs

Abstract

ObjectiveTo evaluate the effectiveness of student-led pharmacotherapy review sessions for third-year pharmacy students in preparation for their Advanced Pharmacy Practice Experiences (APPEs). MethodsA needs assessment survey was administered to determine which pharmacotherapy topics should be reviewed. A pre-test and a post-test consisting of five multiple-choice questions based on the topic being reviewed were administered to students at three of the review sessions. Attendees also completed a subjective evaluation following each review session. ResultsA total of 56 students in the third-year class (45%) responded to the needs assessment survey expressing interest in Infectious Diseases, Cardiology, and Endocrine review sessions. Students who attended the sessions had the following pre-test and post-test scores: Infectious Diseases (n = 23) 43% and 89%, Cardiology (n = 46) 54% and 85%, and Endocrine (n = 17) 33% and 79%; all of which were statistically significant (p < 0.001). Based on evaluations (overall response rate: 85%), students found the review sessions to be well-organized and at an appropriate level. The activity was rated overall as good or excellent by 94% of respondents, and 96% reported feeling more prepared for APPEs after attending the sessions. ConclusionsA student-led educational program designed to assist third-year pharmacy students in preparing for APPE rotations had a positive effect on students’ pharmacotherapy knowledge base of the disease states reviewed. The review sessions helped the students feel more prepared before starting their APPEs.