The effect of prior experience with aseptic techniques on learning outcomes in a sterile compounding laboratory course

Abstract

The goal of this study was to investigate the effect of prior experience in aseptic techniques on learning outcomes in the sterile compounding laboratory course among second-year professional pharmacy students. Data were collected via self-reports using pre and post course questionnaires on proficiency in 21 practical skills in aseptic compounding. In the precourse questionnaire, students were asked about prior experience with compounding of sterile preparations. A 20-question test on knowledge related to practical skills was given with the questionnaire. Student responses collected pre and post course were analyzed. Comparisons were made between two groups: students without prior experience and students with prior experience in aseptic techniques, referred to as Novices and Experienced, respectively. Differences in skills and knowledge between Novices and Experienced students identified before the course were significant and persisted after the course. Improvement in practical skills was significantly higher in Novices than Experienced students. Students with prior experience performed better on the test and in practical skills that required engagement of higher levels of the thinking process. The findings from this study address a poorly investigated but nevertheless important aspect of pharmacy education: the impact of prior experience on pharmacy students' performance in required curricular courses. Implications from this study relate to student-centered instruction and addressing the differences in knowledge and skills among students.