Drug Information Course Research Articles

Utilizing Game-Based Learning in Literature Searching Instruction for Pharmacy Students

ObjectiveTo determine whether gamifying librarian-led literature searching instruction improved student performance on an authentic literature searching assessment. Secondary objectives included determination of effect on email requests for assistance and student confidence in literature searching abilities. MethodsLiterature searching in PubMed is taught by a librarian to first-year pharmacy students in a drug information course over a 2-week period. The librarian chose to implement 2 game-based learning activities in the live lecture sessions: a crossword puzzle and an escape room. To increase engagement, students were encouraged to work collaboratively as a team during class. To evaluate the impact of incorporating gamification into literature searching instruction, the authors evaluated student grades on a literature searching assignment, reviewed the number of emails received asking for assistance, and evaluated student confidence in literature searching. ResultsStudents scored higher on their literature searching assignment after the implementation of game-based instruction. The average grade on this assignment in 2022 was 90.1% compared with 2021 when the average was 79.9%. The average of 90.6% in 2023 also showed statistically significant improvement compared with 2021. Email requests decreased and student confidence increased when comparing 2021 outcomes with those in 2022 and 2023. ConclusionOverall, the gamification of literature searching instruction in this course appears to have increased student assignment scores and was well-received by the students.

Anti-premenstrual syndrome (PMS) properties of chaste tree berry (vitex), evening primrose oil, dandelion tea, and lavender aromatherapy: Assessing pharmacy students’ knowledge and opinions

Chaste Tree Berry has been commercialized for treating premenstrual mastodynia. Evening Primrose Oil, rich in gamma-linolenic acid, has been reported to alleviate inflammation associated with PMS. Dandelion Tea, packed with antioxidants, has been reported to have some diuretic properties which may help reduce bloating, while Lavender Aromatherapy has been claimed to calm PMS-related mood symptoms. A literature search was done to investigate the claims attributed to these plants on their use to manage PMS symptoms. This study, conducted as part of a Drug Information course for first-year pharmacy students, also employed a survey approach to determine the knowledge level and opinion of first year pharmacy students on herb-based treatment of PMS symptoms. Demographic data recorded varied backgrounds of 39 survey participants. Students formulated knowledge-based and opinion-based questions, with responses categorized as "True" or "False." Knowledge-based questions demonstrated a moderate average 58.9% correct response rate. Opinion-based questions revealed a prevailing positive average agreement of about 83% on the potential benefits of Chaste Tree Berry, Evening Primrose Oil, Dandelion Tea, and Lavender Aromatherapy. This research provided insights into pharmacy students’ perspectives on herbal remedies for PMS. The positive consensus on potential benefits highlights the relevance of these remedies in managing PMS symptoms. Knowledge gaps and varying opinions indicate a nuanced landscape requiring further studies and education initiatives. Ongoing research and education can enhance understanding, guide evidence-based recommendations, and empower individuals in managing PMS.

Duloxetine Use in the Management of Stress Urinary Incontinence & Students’ Survey

The goal of this study is to assess the knowledge and opinion of students regarding the off-label use of duloxetine in the treatment of stress urinary incontinence (SUI). The Survey questions were provided during the Drug Information Course at Howard University (HU) College of Pharmacy in a class where first-year pharmacy students learn how to conduct a literature search and a survey. A total of 39 students responded to the survey. There were more females (n=23; 56.1%) with an age range between 18 – 24 years. About two-thirds (n=29; 70.7%) had a four-year degree before starting the pharmacy program. Overall, participants scored less than the passing 70% mark on the knowledge questions, which may call for educators to make a special effort to incorporate off-label and approved indications of medication teaching therapeutic-related courses. For example, more than sixty percent of respondents (n=25; 61%) incorrectly stated that duloxetine is a narrow therapeutic drug. The majority (n=; 34; 82.9%) of the participants responded wrongly that urinary incontinence is more common in women during their childbearing age. The opinion survey showed that most participants (n=25; 61%) did not believe there were many FDA-approved effective drugs for treating SUI. Over sixty percent of participants (n=25; 61%) considered SUI a severe illness and did not agree to use a non-approved drug such as duloxetine, although several published clinical studies support its effective use. Participants were split in their opinion regarding the non-approved use of medications. Study results suggest that students may need encouragement to explore medications with non-FDA approvals.

Prior Pharmacy Work Experience as a Predictor of Clinical and Didactic Performance for Admissions Committees

ObjectiveTo investigate prior pharmacy work experience (PPWE) in admissions to predict clinical and didactic performance. MethodsIn this retrospective study, data from 3 cohorts, classes of 2020–2022, were collected. Multivariate regressions were conducted to determine the impact of PPWE on performance in first-year pharmacy (P1) Community Introductory Pharmacy Practice Experience (IPPEs), second-year pharmacy (P2) institutional IPPEs, P2 & third-year pharmacy (P3) Observed Structured Clinical Examinations (OSCEs), Drug Information class and P1, P2, P3 grade point averages (GPAs). ResultsOf 329 students, those who had PPWE (n = 210) worked as pharmacy technicians (78%), clerks, cashiers, drivers (10%), or other (12%). The majority worked in community settings (86%) and worked an average of 24 h weekly. PPWE was not associated with any pharmacy school GPAs. Those with PPWE scored 2.17 out of 100% points higher in Drug Information than those who did not. They also scored higher on P1 IPPE performance in communication and pharmacy operations skills; however, these notable differences did not continue in P2 IPPEs or OSCEs. Total hours worked in higher quartiles were also associated with increased scores in P1 IPPE communications skills, P1 IPPE pharmacy operations skills, and Drug Information course scores. ConclusionPrior pharmacy work experience modestly improved pharmacy school performance in selected areas in the P1 year, but the effect did not continue in later years. Students who had PPWE performed better in Drug Information and P1 IPPE communication and pharmacy operations skills.

Cimetidine in the management of colorectal cancer: A survey of the knowledge and opinions of pharmacy students

This survey was conducted at Howard University (HU) College of Pharmacy as part of a Drug Information course, in which First-Year Pharmacy students learn how to perform literature search on a pharmacy topic and run a survey. A total of 42 student respondents participated in the survey. Nearly 64% (n=27) wrongly thought that cimetidine reduces the risk of colon cancer, while 57.1% (n=24) gave a wrong response that, even though cimetidine is FDA-approved for other indications, it can be taken for the prevention of colorectal cancer. Twenty-seven (64.3%) correctly believed that cimetidine is used for other health problems than colorectal cancer. The majority gave the correct response (n=25; 59.5%) that prescription medications are more useful than dietary supplements for the prevention of colorectal cancer. The highest number of correct responses (n=28; 66.7%) was obtained for the question of cimetidine passing through breast milk. The opinions of survey respondents were evenly divided in recommending cimetidine for the prevention of colorectal cancer (50%, n=21), and knowing someone or oneself taken for other than colorectal cancer (50%, n=21). Opinions varied unevenly for the other three opinion-based questions.

Video killed the multiple-choice quiz: capturing pharmacy students’ literature searching skills using a screencast video assignment

Background:In a flipped, required first-year drug information course, students were taught the systematic approach to answering drug information questions, commonly utilized resources, and literature searching. As co-coordinator, a librarian taught three weeks of the course focused on mobile applications, development of literature searching skills, and practicing in PubMed. Course assignments were redesigned in 2019 based on assessment best practices and replaced weekly multiple-choice quizzes used in prior iterations of the course.Case Presentation:Following two weeks of literature searching instruction, students were assigned a drug information question that would serve as the impetus for the search they conducted. Students (n=66) had one week to practice and record a screencast video of their search in PubMed. Students narrated their video with an explanation of the actions being performed and were assessed using a twenty-point rubric created by the course coordinator and librarian. The librarian also created general feedback videos for each question by recording screencasts while performing the literature searches and clarifying troublesome aspects for students. The librarian spent about twenty-four hours grading and six hours writing scripts, recording, and editing feedback videos.Conclusion:Most students performed well on the assignment and few experienced technical difficulties. Instructors will use this assignment and feedback method in the future. Screencast videos proved an innovative way to assess student knowledge and to provide feedback on literature searching assignments. This method is transferrable to any medical education setting and could be used across all health professions to improve information literacy skills.

Assessing pharmacy students drug information skills and perceptions using the critically appraised topic approach

Background and purposeCompetence in drug information (DI) skills fosters the application of evidence-based medicine (EBM) principles. However, concern exists about whether there is adequate DI preparation in curricula. This report describes the development, implementation, and evaluation of a team project utilizing the critically appraised topic (CAT) approach in a DI course. Educational activity and settingTo assess abilities and skills in DI and EBM principles, student teams (N = 26) were assigned DI requests. A grading rubric based on the validated EBM Critical Presentation Evaluation Tool was used to evaluate each team's project. As a secondary measure, students completed pre-and post-class self-efficacy assessments describing their confidence in DI processes. FindingsTwenty-six team posters were submitted with a mean project rubric score of 43 out of 50 points (86%). One hundred one of 172 students (59% response rate) completed the pre- and post-self-efficacy surveys, and results revealed gains in confidence for MEDLINE searching skills, properly citing sources, and knowing where to go next if the answer could not be found in a tertiary resource (all P < .001). The majority of respondents noted their teams collaborated to achieve project goals, actively participated, were open and accepting of others' ideas, and were satisfied with group interactions. SummaryStudent team creation of DI responses via CATs are an innovative way to introduce, measure, and enhance DI skills in a didactic classroom setting. Fostering DI skills prepares pharmacy students for evidenced-based pharmacy practice.

Comparative study between formative assessment and flipped classroom lectures in a drug information course ‎

To compare the short- and long-term retention of knowledge between formative assessment (FA) and flipped classroom (FC) lectures in a drug information course for pharmacy students in Japan. FA lectures were conducted as traditional in-person lectures, and a paper-based reflection quiz was administered at the end of each lecture for approximately ten minutes as a formative assessment. In contrast, FC lectures required students to watch videos before attending lectures, and a multiple-choice test

The use of serious gaming to assess drug information skills

AbstractIntroductionSerious gaming is an innovative teaching approach that facilitates critical thinking and teamwork in pharmacy education. This strategy has not been reported in the literature for the area of drug information (DI) education.ObjectiveTo assess the DI skills of pharmacy students in a DI course using an escape‐room challenge called “DIcipher” developed by the investigator.MethodsThe challenge featured DI questions pertaining to a patient case. The students worked as a team to solve clues to obtain the DI questions staged in a room. The students were required to use DI resources to search for answers to unlock a box with the treatment. Prechallenge and postchallenge assessments were administered along with Likert surveys to obtain student perception of the challenge.ResultsA total of 21 groups participated in DIcipher in March 2019. The students' mean score was statistically significantly higher on the postchallenge assessment compared with the prechallenge assessment (76.4 ± 19.7 vs 68.1 ± 25.9, [P &lt; .05]). The students' efficiency in answering questions also improved as shown by a decrease in time to respond for each question in the assessments. Only one group answered all of the questions correctly and retrieved the treatment. Based on student perspective, the challenge promoted active learning and assessed knowledge of DI resources.ConclusionThe assessments showed that student learning improved through test scores and the perception survey indicated that DIcipher promoted active learning of DI resources in a novel setting.

Talk shows and t-tests: Applying an analogy from late-night television to biostatistics in an introductory drug information course

PurposeThe use of patient cases to demonstrate the applicability of new knowledge to pharmacy practice is common; however, cases can be a challenge in first-year pharmacy courses as students have often not yet acquired sufficient knowledge in pharmacology, therapeutics, and pharmacy practice. In these situations, the use of analogy to link the educational content to a lived experience may be more effective. DescriptionThis article presents my experience with applying an analogy from popular culture, specifically a game on a network late-night talk show, to a first-year pharmacy course on drug information. InterpretationAn informal assessment of students’ familiarity with the talk show found that most had seen at least one episode of the show and the specific game being used as the comparator in this analogy. The widespread availability of video clips online can provide additional opportunities for students unfamiliar with the comparator to receive this exposure. The use of this analogy added interactivity, humor, and mixed-media teaching to the classroom. Future applications of this and similar analogies will try introducing the analogy in reverse order – by first presenting the video of the comparator and then describing its relevance to the course content to ensure the analogy is relevant to most students before it is linked to course material. ConclusionsTeaching strategies in the first year of pharmacy education must consider students’ existing level of therapeutic knowledge. When this knowledge is insufficient to ensure accurate and comprehensive understanding of patient cases, analogy may provide an effective alternative strategy.

Presentation and Quality Evaluation of a Novel Learning Method for Pharmacy Students in Drug Information Course

Presentation and Quality Evaluation of a Novel Learning Method for Pharmacy Students in Drug Information Course

Development and impact of a simplified approach to didactic powerpoint presentations performed in a drug information course

IntroductionTo describe multimedia presentation development and assess impact of use on student and educator performance in a drug information course. MethodsSlides were modified from bullet-point format to simplified pictorial format and three-slide handouts became outlined Word documents. Student performance, via exam scores and class average, and educator evaluation scores were compared between 2013 and 2014. ResultsPresentation revision resulted in a similar number of slides per presentation and smaller handout packets. Class average and final exam scores decreased (86.65% vs. 85.91%, p = 0.222; 84.88% vs. 84.08%, p = 0.053) while midterm exam scores improved (85.81% vs. 87.80%, p = 0.007). Assessment of teacher effectiveness (scale of 1 = strongly disagree to 5 = strongly agree) rose from a median of 3–4 (p = 0.06). ConclusionSimplifying presentations provided anecdotal value but did not impact student performance nor student perception of educator effectiveness.

Student performance on a knowledge-based exam may predict student ability to communicate effectively with a standardized patient during an objective structured clinical examination

BackgroundThe purpose of this article is to describe the extent that student performance on in-class exams in a drug information course is associated with student performance on medication counseling in a high-stakes assessment using standardized patients (SP). MethodsStudents completed two traditional knowledge-based exams during a drug information and communication course. The objective structured clinical examination (OSCE) was the final exam for the course. The OSCE consisted of the student counseling an SP on the use of a medication. A counseling rubric was developed for use in a second-year (P2) OSCE based on the Indian Health Services counseling model and social cognitive theory. Multiple linear regression was used to examine if traditional exams and student admission characteristics were associated with student performance on the OSCE. Results: A total of 78 P2 students took the in-class exams and the OSCE. Students with higher scores on the second in-class traditional, knowledge-based exam had significantly higher scores on the OSCE. ConclusionA traditional knowledge-based exam on pharmacist-patient communication was associated with students’ actual counseling performance on an OSCE. Faculty may be able to use exam scores to target students at high risk of doing poorly on a medication counseling OSCE.

Student pharmacists’ perceptions of the implementation of peer assessment instruction and activities within a didactic course

ObjectiveTo describe pharmacy students’ experiences and perceptions of peer assessment before and after an instructional lecture and implementation of related activities within a didactic course. MethodsBaseline perceptions and previous experience with peer assessment were collected from second professional year student pharmacists enrolled in a didactic drug information course. This was followed by an instructional lecture describing appropriate methods for providing peer assessment. Throughout the semester students provided and received peer feedback for written assignments on three separate occasions. At the end of the semester, a post-survey instrument was administered to assess changes in perceptions of peer assessment to determine the utility of incorporating peer assessment activities within the classroom. ResultsA total of 108 students responded to both the pre- and post-survey instruments, providing a response rate of 75%. At baseline, only 38% of students reported that they received training on peer assessment, while 87% reported that they had previously used peer assessment. At the end of the semester, there was a significant increase in students agreeing that they had adequately learned about peer assessment and had a favorable experience with peer assessment. ConclusionImplementation of in-class peer assessment activities was well-received and improved students’ perception on their abilities to provide and receive peer feedback, which is a necessary component of the pharmacy work environment.

Incorporating Health Information Technology and Pharmacy Informatics in a Pharmacy Professional Didactic Curriculum -with a Team-based Learning Approach

Objective. To incorporate a pharmacy informatics program in the didactic curriculum of a team-based learning institution and to assess students' knowledge of and confidence with health informatics during the course. Design. A previously developed online pharmacy informatics course was adapted and implemented into a team-based learning (TBL) 3-credit-hour drug information course for doctor of pharmacy (PharmD) students in their second didactic year. During a period of five weeks (15 contact hours), students used the online pharmacy informatics modules as part of their readiness assurance process. Additional material was developed to comply with the TBL principles. Online pre/postsurveys were administered to evaluate knowledge gained and students' perceptions of the informatics program. Assessment. Eighty-three second-year students (84% response rate) completed the surveys. Participants' knowledge of electronic health records, computerized physician order entry, pharmacy information systems, and clinical decision support was significantly improved. Additionally, their confidence significantly improved in terms of describing health informatics terminology, describing the benefits and barriers of using health information technology, and understanding reasons for systematically processing health information. Conclusion. Students responded favorably to the incorporation of pharmacy informatics content into a drug information course using a TBL approach. Students met the learning objectives of seven thematic areas and had positive attitudes toward the course after its completion.

Incorporating a Drug Information Consult into a Pharmacy Practice Course to Build Literature Search and Evaluation Skills Through a 3-Stage Model

Objective: Pharmacy students need to be equipped with skills to research and evaluate literature to effectively apply evidence-based medicine (EBM) in practice. To prepare them, a 3-stage approach to writing a drug information consult (3sDIC) was incorporated into a pharmacy course. The primary objective was to assess students’ abilities to retrieve and analyze literature pursuant to a drug information consult. Secondary objectives were to examine feasibility of faculty participation and continuation of the assignment. Design: Ninety students were given a clinical scenario about a patient. The assignment consisted of 3 stages incorporating use of the Population, Intervention, Comparison intervention, Outcome (PICO) method and modified systematic approach (MSA) for stage 1, evaluation of primary literature to write a draft for stage 2, and stage 3, the final consult. All 3 stages were reviewed and graded by faculty. Assessment: All students completed the 3sDIC, with no grade failures. The rubric employed by faculty was effective, providing students the opportunity to improve the consult. The 3sDIC was found to be feasible with adequate faculty support. Conclusion: The 3sDIC, although not a substitute for a complete drug information course, demonstrated a streamlined approach for Pharmacy year 2 (P2) students to acquire and develop drug information skills.

Student perceptions of and performance in a blended foundational drug information course

ObjectivesAssess and trend student opinions of online educational components utilized in a redesigned 5-week foundational drug information course. Comparison of performance on the final examination, course grade, and changes in standardized university course evaluations between 2012 and 2013 were the secondary objectives. MethodsThis course used narrated video instruction coupled with the use of a face-to-face weekly laboratory session. This project consisted of pre- and post-exposure surveys to allow for paired analysis of six opinion-based survey items using a five-point Likert scale. Secondary objectives were compared between the 2013 and 2012 entering classes by use of paired t-tests. ResultsOnly matched pairs were analyzed for this project (n = 65 of 127 enrolled students; 51.2%). Changes between mean pre- and post-survey results indicated a decline in student favorability for traditional lecture styles (difference = −0.49 points; p < 0.05) and a decline in the importance of face-to-face interaction with instructors outside class (difference = −0.46 points; p < 0.05) while demonstrating increased favorability for use of online video demonstrations as an acceptable substitute for in-person demonstration of skills (difference = 0.34 points; p < 0.05) and increased rating of overall preference of online learning compared to traditional modalities (difference = 0.44 points; p < 0.05). Standardized course evaluations did not differ between 2012 and 2013. Mean final exam scores significantly increased from 84.86% in 2012 to 88.99% in 2013 (p < 0.05), but no difference between mean course grades (94.03% and 93.62%, respectively; p > 0.05). ConclusionBlended course design is an effective format for introductory skills-based professional pharmacy courses.

Student Responses to Legal and Ethical Scenarios in Drug Information

Objectives: To assess student knowledge and ethical decision-making regarding legal and ethical principles and their application to drug information practice scenarios and to describe an active learning strategy designed to engage students in a large group lecture classroom based forum. Methods: Students are provided 6 drug information practice based scenarios and are asked if they would provide information/counseling to the inquirer based on the background provided. The scenarios are intended to stimulate classroom discussion and interactivity and focus on a legal and/or ethical obligation of pharmacists in the practice of drug information. Results: The survey instrument is a written questionnaire that is used as a participation required quiz although individual answers are not graded. Results from the class are presented in aggregate for each question. One thousand and ten students have completed the exercise from 2004 to 2013. Conclusions: This exercise incorporates active learning into a drug information course and assesses student knowledge and decision-making on legal and ethical them

Incorporating team-based learning in a drug information course covering tertiary literature

Teaching tertiary literature in a drug information class can be uninteresting to students so a new innovative teaching technique was incorporated—team-based learning (TBL). After two years of using TBL, the grades for tertiary literature were compared with the two previous years when standard lectures were used. Because this technique reinforces the subject matter by having each student take an individual test and then a team test, the increased scores emphasized TBL over standard lecturing. For the two years before incorporating TBL, the average score was 81%, whereas the subsequent average was 90%. Students particularly liked to physically look up answers using the databases provided, which resembled real life experience. Times to set up the technique as well as finding adequate physical space for teams to collaborate were study limitations. Overall, TBL provided a new method for students to understand tertiary literature.

Comparison of Drug Information Course Curricula in Schools and Colleges of Pharmacy

Comparison of Drug Information Course Curricula in Schools and Colleges of Pharmacy