Student performance and perspective on repeated top drug information assessments in a pharmacy skills laboratory course

Abstract

Background: A weekly drug quiz policy was implemented in a pharmacy skills laboratory course. Objective: To examine student performance and perspective on weekly top drug information assessments. Methods: Students in the second- and third-professional year of the pharmacy programme were assessed on top drug information through weekly drug quizzes and a final top drug exam in their respective pharmacy skills lab courses. Correlation between student performance in drug quizzes and major assessments in their pharmacy coursework was measured using the Spearman rank correlation analysis. Statistically significant change in student opinion through the term was determined using the Wilcoxon signed rank test. Results: Student scores on weekly quizzes and the final drug exam ranged between 85-99%. A strong positive (ρ ≥ 0.7), significant (p < 0.001) correlation was observed between student performance on their drug information assessments and their scores in all pharmacy courses. Within the second-professional year, a significant improvement (17.7%) in students’ perceived ability for the weekly quizzes to positively impact their course grades in the modules (p = 0.03). Student confidence in matching brand/generic drugs and identifying drugs’ therapeutic classes improved over the term (p < 0.01). Conclusion: Students were overall accepting and had a predominantly positive perspective regarding the repeated top drug information assessment policy.