Improve Pharmacy Students Research Articles

Knowledge, Attitude and Perception of Pharmacy Students towards Pharmacogenomics and Genetics: An Observational Study from King Saud University.

Pharmacists are considered among the most accessible healthcare workers in fundamental positions to implement new clinical initiatives, such as pharmacogenomics services. The scope of pharmacogenomics in improving health outcomes and the quality of health care is well-known. Implementation of such initiatives requires adequate knowledge, perception, and positive attitudes among pharmacists. A study was conducted on pharmacy students at King Saud University in Riyadh to analyze their attitudes, knowledge, and perceptions concerning pharmacogenomics to explore the feasibility of establishing full-time pharmacogenomics instruction and services. A cross-sectional study was carried out in one of the significant pharmacy schools of Saudi Arabia, using a simple questionnaire-based survey in pharmacy students pursuing Bpharm and PharmD courses to obtain preliminary information about pharmacogenomics among the surveyed population. The study’s secondary objective was to determine the perceived belief about pharmacogenomics implementation in clinical practice. Out of the total of 552 participants, 41.8% correctly defined pharmacogenomics and 81.3% understood that genetic change could lead to adverse reactions. More than half of the participants agreed that the FDA recommends pharmacogenomics testing for certain drugs. The knowledge about a year of use of pharmacogenomics in clinical practice was found to be very low; only 15.2% could correctly answer. Only 60% of students agreed on pharmacogenomics testing for selecting the therapy with the most negligible adverse effects. Due to the limited knowledge about and understanding of pharmacogenomics, there is a lack of interest among pharmacy students in implementing pharmacogenomics testing in clinical practice. Our study highlights the need for improving pharmacy students’ knowledge about pharmacogenomics and pharmacogenetics so that the implementation of pharmacogenomics testing in clinical practice will become easier. There is a need to introduce an up-to-date curriculum for pharmacy courses other pharmacogenomics-based health education programs in Saudi Arabia.

Effectiveness of Journal Club Activities Versus Clinical Debate Activities in Pharmacy Experiential Education

Objective. Within pharmacy experiential education, practicing literature evaluation skills usually occurs via journal clubs. Clinical debates have gained traction as an engaging alternative to journal club meetings while completing advanced pharmacy practice experiences (APPEs). The purpose of this study was to compare clinical knowledge and literature evaluation application between journal clubs and clinical debates during APPEs.Methods. This mixed-methods prospective study was conducted in fourth year pharmacy students completing inpatient general medicine APPEs at four institutions. Students participated in a journal club and clinical debate during their experience. Students completed a 10-item knowledge assessment after each activity. Differences in journal club and clinical debate assessment scores were analyzed. Following completion of both activities, a perception survey was administered to gauge preferences and opinions. Differences in perception survey scores for journal clubs compared to clinical debates were evaluated quantitatively, and a thematic analysis was completed for qualitative responses.Results. Fifty students participated in both activities. There were no differences between journal club and clinical debate assessment scores (57.4%±21.0% and 62.9%±20.7%, respectively). Forty students completed the post-perceptions survey and globally agreed or strongly agreed that both journal clubs and clinical debates improved confidence in literature evaluation and clinical skills. Common themes identified included applicability to pharmacists' roles and need for clear instructions and examples.Conclusion. There was no significant difference between student performance on knowledge assessments of journal clubs and clinical debates, and students found both activities to be beneficial. Clinical debates are a reasonable alternative to journal clubs to improve pharmacy students' knowledge and literature evaluation skills.

Construction and evaluation of an online module addressing counseling patients with diabetes observing religious fasting

IntroductionLittle research has been conducted on training students of different health professions to deliver culturally appropriate care to patients observing religious fasting. This study aimed to formulate an online educational module on caring for patients with diabetes observing religious fasting and evaluate the module's impact. MethodsThird-year doctor of pharmacy students participated in an online module at the end of their core pharmacist-patient communication class. The module involved discussions and case scenarios addressing Muslim, Jewish, and Hindu patients with diabetes considering fasting. Students were provided with Ramadan Communication (RAMCOM), a tool designed to facilitate counseling of patients on religious fasting and were encouraged to use principles of motivational interviewing in addressing cases. A 13-item questionnaire was administered before and after the module. Answers provided on an open-ended item addressing students' experiences with the module were analyzed qualitatively using conventional content analysis. ResultsOf 140 students taking the class, all students completed the module and 135 completed both questionnaires. The module elicited a statistically significant improvement in confidence across all 13 survey items. The computed aggregate score increased from 2.65 (0.56) to 3.66 (0.50) (P < .001), with 71% of students finding the module to be useful or extremely useful. Qualitative analysis provided insight into students' experiences, including how the module produced an improvement in student confidence as well as opportunities for module improvement. ConclusionsA brief online module significantly improved pharmacy students' confidence in working with patients from different cultures and religions considering religious fasting.

A Pre-matriculation Success Program to Improve Pharmacy Students’ Academic Performance at a Historically Black University

Objective. The Pharmacy Biomedical Preview program is a five-week summer academic reinforcement program held for students entering the Howard University College of Pharmacy. The objective of this study was to evaluate the impact of the program and preadmission factors on pharmacy students' first semester academic performance.Methods. A retrospective cohort study was conducted of students entering the preview program from 2012 to 2015. The primary outcome assessed was first semester grade point average (GPA). Descriptive statistics of all study variables were conducted. Bivariable analyses were used to compare students by program status. Pearson correlations and point biserial R were conducted to evaluate which factors were associated with the first semester GPA. Multiple linear regression analysis was used to evaluate whether participation in the preview program predicted GPA during the first semester in pharmacy school after adjusting for other factors. All analyses were conducted using SPSS, version 23, at an alpha of .05.Results. Incoming overall undergraduate GPA was the strongest predictor of students' first semester GPA in pharmacy school, followed by participation in the Pharmacy Biomedical Preview Program. After adjusting for other factors, mandatory participation in the program was associated with a higher first semester GPA, and voluntary participation in the program was also associated with a first semester GPA that was higher.Conclusion. Findings from this study indicated that implementation of a pre-matriculation success program at a college of pharmacy in a historically Black institution is a viable strategy to improve students' academic success in the first year.

I mpact of Decoding Medication Tradenames on Students’ Performance in Didactic &amp; Experiential Rotation Courses

Background Learning medication tradenames is a memorization challenge for pharmacy & healthcare students. Foundational courses utilize generic names. Nevertheless, experiential training followed by real-life practice heavily utilize tradenames. Healthcare curricula are lacking in supporting such need. Decoding medication tradenames can help students to establish the connection between basic science concepts & corresponding clinical applications. For ex: Macrobid®; provides an elegant explanation of the (MACRO) size crystal form of (Macrodantin) designed for slower absorption & less excretion, hence, used twice daily (BID). Hypothesis Therefore, we hypothesized that decoding the hidden messages in tradenames (i.e: explanation of the methodologies &/or techniques used in formulating the top 200 medication tradenames in USA), can result in improved pharmacy students’ academic performance, self-perception of competency & quality of learning in both Introductory Pharmacy Practice Experience (IPPE) didactic & experiential rotation courses. Methods An educational intervention of decoding medication tradenames was implemented in the form of Quizlet gimmicks & summary tables before the final summative exam in a didactic IPPE course for first year Pharmacy Students. Aggregate & de-identified students’ scores were used for a blinded paired statistical analysis. A likert scale was used for evaluating the students’ self-perception of competency & quality of learning experience using anonymous voluntary surveys of participating students after both the IPPE didactic and experiential rotation courses. Results In Fall 2018, prior to implementing the educational intervention, paired t-test & Wilcoxon test for paired data analyses showed a statistically significant decrease in students’ performance in summative versus formative assessments (15.4% decrease, [95% CI: -12% to -18.6%], p-value <0.001). Whereas, in Fall 2019 there was a statistically significant increase in students’ performance in summative versus formative assessments (7% increase, [95% CI: 4.4% to 9.7%], p-value <0.001) after implementation of the education intervention. In parallel, at least 80% of students who responded to the survey questions reported that decoding medication tradenames helped them to retain the key features of the medications & connect it to their generic names during the IPPE didactic course. In addition, students also reported that it can help them to provide better medication recommendations, patient counseling sessions & make less medication errors after their experiential rotation course (n=72 / 94 students). Conclusions Supplementing pharmacy curricula with the art & science used in formulating the Top 200 medication tradenames can improve students’ academic performance & positive learning outcomes in didactic courses. Furthermore, decoding the hidden messages instrumented in medication tradenames can also help to improve future pharmacists’ self-perception of confidence in their knowledge base and the resulting quality of healthcare services they can provide during their experiential education.

A Concept Mapping Activity to Enhance Pharmacy Students’ Metacognition and Comprehension of Fundamental Disease State Knowledge

Objective. To examine the impact of pre-class concept mapping activities on pharmacy students' ability to self-assess their degree of foundational disease state knowledge and predict their pre-class quiz performance.Methods. Second year pharmacy students in a problem-based learning course were responsible for self-directed learning of foundational knowledge for 14 disease states. After completing their independent pre-class reading, students worked in groups to create concept maps for which feedback was provided for four laboratory sessions, worked in groups to create concept maps but received no formal feedback for three laboratory sessions, and did not engage in any formal group activity for seven laboratory sessions. The day following each session, prior to the formal in-class discussion, students were asked to predict the number of questions they could answer correctly on a quiz covering foundational knowledge and then completed the quiz. Quiz performance was compared based on the three conditions, and bias and absolute bias were calculated to evaluate students' metacognitive skills.Results. There was no difference in pharmacy students' metacognition based on the conditions, as reflected by inaccuracy between predicted and actual quiz scores. However, when students had engaged in concept mapping the previous day, their quiz performance was significantly higher than when they had not.Conclusion. Concept mapping did not improve pharmacy students' metacognitive skills but did have a small effect on their quiz performance. More research is needed to tease apart the roles of concept mapping, group activity, and feedback in altering pharmacy students' quiz performance and metacognitive skills.

A Teamwork Workshop to Improve Pharmacy Students’ Growth Mindset and Communication Skills

Objective. To determine the impact of a workshop on the growth mindset and team communication of first year Doctor of Pharmacy (PharmD) students.Methods. A multi-week workshop was developed for first year pharmacy students. The workshop included completion of the StrengthsFinder 2.0, a session on identifying individual and team member strengths, a session on situational communication and conflict resolution models, and a work-up of two pharmacy scenarios requiring conflict resolution. The workshop was delivered to two intervention groups (fall 2019 and fall 2018) and compared to a control group (fall 2017). A pre-post survey was administered to measure change in students' growth mindset and team communication using the validated Growth Mindset and Team Communication (GMTC) tool. Data were analyzed using descriptive statistics, independent sample t tests, and chi-square tests to compare difference and association. Focus groups were conducted in fall 2017 and fall 2018 to assess students' views regarding teamwork.Results. Team communication subscale scores increased significantly among students in the intervention group while there was no significant change in these scores among students in the control group. The focus groups reflected that students had overall positive views about team communication and collaboration, which were also supported by discussions of advantages and challenges during teamwork.Conclusion. A teamwork workshop affected pharmacy students' communication skills. Future work should focus on longitudinal measurement of students' self-views to determine the long-term impact of teamwork training interventions.

Development of a Structured Communication and Counseling Skills Course for Pharmacy Students: A Simulation-based Approach

We aimed to develop a structured communication and counseling education program to improve pharmacy students' skills. Then, we objectively assessed this program by using simulated patients. The program aims to improve pharmacy students' communication and counseling skills by using a patient-centered approach. The study was conducted in three stages. First, a "Pharmacist-Patient Communication and Counseling Skills" education program was developed. Second, this program was implemented for pharmacy students. Third, the program was tested on volunteer students and evaluated for its effectiveness. The education program had a very large effect (Cohen's dz: 6.074) on improving students' communication and counseling skills, especially their empathy skills. The education program achieved its goals. After demonstrating the program's success, a course was added to the pharmacy curriculum, and a communication skills laboratory was established in the school.

Determining the impact of an interprofessional simulation focused on social determinants of health among pharmacy students

IntroductionThe purpose of this study was to determine the impact on pharmacy students' self-perception of knowledge, skills, collaborative behavior, and satisfaction after participating in an interprofessional (IP) simulation focused on social determinants of health (SDOH) and substance use. MethodsPharmacy students completed a voluntary questionnaire after participating in an IP simulation focused on SDOH and substance use where they collaborated with social work (SW) students. Questions assessed the students' understanding and knowledge of SDOH and students' confidence in asking patients about their substance use, willingness to refer patients to SW, and satisfaction with the simulation. The data were analyzed using a Wilcoxon signed-rank test. ResultsResults of pharmacy students' (N = 68) self-reported knowledge of SDOH and skills addressing and counseling on SDOH were improved following an IP simulation. No statistically significant change was observed in students' confidence when asking about or advising a patient on their substance use. There was a positive, significant change in how likely pharmacy students would refer patients to SW (P < .001) in their future practice. ConclusionsThis simulation proved to be an effective way to improve pharmacy students' self-reported knowledge of SDOH and skills for assessing and counseling on resources for SDOH. The simulation was effective in exposing pharmacy students to the role of social workers on the team and how they address SDOH and substance use issues.

Team-based Learning to Promote the Development of Metacognitive Awareness and Monitoring in Pharmacy Students

Objective. To evaluate the metacognitive abilities of pharmacy students and determine whether introducing the concept along with team-based learning (TBL) enhances metacognition.Methods. Pharmacy students completed a Metacognitive Awareness Inventory (MAI) and a low-stakes pretest during the first class that evaluated students' knowledge about the therapeutic concepts that would be taught through TBL. The same questions were administered on the comprehensive final examination for the course. For each of the course assessments, students were asked to indicate their understanding of the topic and predict their performance. Actual performance was measured as a result of each assessment.Results. The pre-MAI composite score was 77.3%. Scores significantly improved by the end of the course to 84.6%. There were significant differences in both declarative knowledge and conditional knowledge when evaluating performance groups. Students in the middle performance group demonstrated the greatest ability to predict their performance on the final examination. Though these were not significant, students in the low group overestimated their performance, while students in the high group underestimated their performance. Baseline grade point average was the only factor predictive of the final examination score and the final course grade.Conclusion. Pedagogies such as TBL may support development of metacognitive skills in pharmacy students. However, intentional guidance provided by an instructor is required to improve pharmacy students' regulation of cognition skills.

Pharmacy students’ attitude towards providing pharmaceutical care to patients with anxiety and their knowledge of psychotropic medicines in Jordan

To describe pharmacy students' attitude towards providing pharmaceutical care (PC) to patients with anxiety and their knowledge of psychotropic medicines (PM). A cross-sectional emailed survey was sent to all 200 pharmacy students (fourth and fifth year) in one Jordanian university. Statistical analysis included descriptive statistics and chi-square test. A total of 134 responses were received (response rate 67%). About two-thirds of students (87, 64.9%) would like to give enough time to patients with anxiety to discuss their medications. Only half of students knew correctly that alprazolam (53.7%) and diazepam (50.0%) are categorized as anxiolytics. Undertaking a course in psychiatry was significantly associated with better students' knowledge in PM (P < 0.05). Despite positive attitudes towards providing PC to patients with anxiety, policy makers should include courses on psychiatric pharmacotherapy in pharmacy curricula to improve pharmacy students' knowledge of PM.

Effectiveness of Providing Video Podcasts to Pharmacy Students in a Self-Study Pharmaceutical Calculations Module

Objective. To evaluate the effect of providing educational video podcasts to first-year pharmacy students enrolled in a self-taught pharmaceutical calculations module.Methods. Six video podcasts were designed and posted online for pharmacy students to review prior to taking pharmaceutical calculations quizzes over the course of one year. The video podcasts demonstrated how to solve the most difficult problems on each of the six quizzes. Quiz performance was compared for the 2017-2018 year (no videos available) and the 2018-2019 year (videos available). Students provided feedback about the videos in a year-end survey.Results. Overall quiz scores and passing rates improved during the 2018-2019 academic year. Enhanced student performance on three of the six quizzes was demonstrated. A majority of students strongly agreed that the videos were helpful.Conclusion. Watching video podcasts was effective in improving pharmacy students' performance on calculations quizzes. The students indicated that the podcasts were helpful in improving their math skills and facilitated their learning of the material.

Using Virtual Patient Software to Improve Pharmacy Students’ Knowledge of and Attitudes Toward Geriatric Patients

Objective. To evaluate the effect of using a virtual patient software program to improve pharmacy students' knowledge of and attitudes toward geriatric patients. Methods. The Virtual Patient for Geriatric Education (VIPAGE) software program was used in two Bachelor of Pharmacy (BPharm) degree programs in Brazilian universities. The virtual consultations were divided into an initial evaluation, care plan, letter of referral to another professional, and evaluation of follow-up. Each weekly session lasted two hours. Students answered questionnaires before and after using the virtual patient software relating to the following: demographics, geriatric experiences, Geriatric Attitudes Scale, and the Facts on Aging Quiz. Results. Of the 128 students who completed the baseline questionnaires, 109 students also completed the second questionnaire. The mean Geriatric Attitudes Scale score before the intervention was 3.7 (SD=0.8) and after was 3.9 (SD=0.7). Significant improvements in Geriatric Attitudes Scale scores after using the virtual patient software were seen in students who were male, whose grandparents were still alive, or whose parents were elderly, who had frequent contact with the elderly, who did not have frequent contact with the elderly, and who did not have professional contact with the elderly. The average score on geriatrics knowledge was 44.7 (SD=12.0) before completing the virtual patient consultations and 52.6 (SD=11.9) after. The mean score measuring students' lack of geriatrics knowledge was 27.3 (SD=15.8) before and 19.1 (SD=12.8) after using the software. Conclusion. Completing virtual patient consultations using the VIPAGE software positively impacted pharmacy students' geriatrics knowledge and attitudes.

Evaluation of the effect of video tutorial training on improving pharmacy students' knowledge and skills about medication reconciliation.

Objectives:This study aimed to describe the effect of using an innovative teaching strategy using a video tutorial on enhancing students’ knowledge about medication reconciliation, and skills in identifying medication discrepancies.Methods:This is a one group pre-post interventional study that was conducted at the School of Pharmacy at Applied Science Private University. Sixty pharmacy students were invited to attend an educational sessions that involve watching a 6-minutes video tutorial. The first two levels of the Kirkpatrick’s Model were used to evaluate the effectiveness of this training tool. Level 1 (Reaction) was assessed using a satisfaction questionnaire, while level 2 (Learning) was assessed using two criteria: 1) student acquired knowledge about medication reconciliation using a questionnaire and a knowledge score out of 13 was calculated for each student, and 2) student acquired skills in identifying medication discrepancies using a virtual case scenario. If the student was able to identify any of the four impeded discrepancies he/she rewarded 1 point for each identified discrepancy, but if they identified any incorrect discrepancy they scored a negative point.Results:Among the 60 students who registered to participate in the study, 49 attended the educational training (response rate 81.6%). The majority of them (n=44, 89.8%) were satisfied with the training process. Before the video tutorial, students showed an overall low knowledge score [4.08/13.0, SD 1.81], and low ability to identify discrepancies [0.72 identified discrepancies out of 4.0, SD 1.1]. Following the video tutorial, the overall knowledge score was improved (p<0.001), and students were able to identify more discrepancies after watching the video (p<0.001).Conclusion:In conclusion, video education has shown itself to be an effective method to educate pharmacy students.. This visualized method can be applied to other areas within pharmacy education. We encourage the integration of videos within the learning process to enhance students’ learning experience and to support the traditional learning provided by the teaching staff.

Predictors and Motivation of Preceptors' Interest in Precepting of Pharmacy Interns-Do We Have a Useful Questionnaire?

Purpose:To determine the potential value of an adapted questionnaire to discover the predictors of preceptors' higher interest in precepting pharmacy interns and to evaluate preceptors' motivational factors and incentives for teaching as well as their professional satisfaction.Method:A link to the survey study of adapted questionnaire (JSAMPPP) was e-mailed to all pharmacists registered with the Pharmaceutical Chamber of the Republic of Srpska. Pharmacists' demographic and work experience characteristics, their attitudes related to motivation for precepting, value of incentives for precepting, job satisfaction, and influence of interns on pharmacists' professional practice were obtained.Results:Half of the preceptors who reported feeling satisfied with their professional life also showed interest in teaching. In addition, teaching pharmacy students positively contributed to the overall job satisfaction of the preceptors. Pharmacy preceptors were found to be most motivated by intrinsic factors. The most valued incentives reported were those related to continuing education.Conclusions:The adapted questionnaire has potential value and it revealed the following predictors of preceptors' higher interest in precepting: enjoyment of teaching, satisfaction with professional life, satisfaction as a pharmacy preceptor, and interns' influence on preceptors. These identified predictors can be emphasized to improve pharmacy students' internship experiences, thereby reinforcing the pharmacy profession.

Do clerkship schemes effectively improve pharmacy students\u2019 understanding of and attitudes regarding pharmaceutical care?\u2014\u2014a pre-post study in China Pharmaceutical University

BackgroundClerkship is potentially an effective measure of improving the pharmacy students’ understanding of and attitudes toward pharmaceutical care. This research aimed to validate whether clerkship schemes in China effectively improve pharmacy students’ understanding of and attitudes toward PC, and discuss on how to improve the clerkship schemes for better quality.MethodsA pre-post and self-administrated questionnaire survey among three continuous years of students was conducted to measure Chinese fifth-year clinical pharmacy students’ differences in understanding of pharmaceutical care and attitudes toward pharmaceutical care before and after their clerkship schemes. Statistical analysis was conducted on the retrieved data.Results602 respondents completed the post-part survey (drop rate = 1.8%). Correct rates of all statements regarding students’ understanding of pharmaceutical care were generally increased, but the rates of respondents holding correct understanding of the primary goal of pharmaceutical care (71.9 to 85.0%), the necessity of drug information support in pharmaceutical care (77.1 to 87.5%) and the patients’ role and duty when receiving pharmaceutical care (66.1 to 70.6%) were unsatisfactory before the clerkship and the improvement was not significant. Most statements regarding students’ attitudes toward pharmaceutical care were improved in general. However, rates of respondents holding negative attitudes toward students performing pharmaceutical care during their clerkship (3.7 to 7.5%) and choosing pharmaceutical care provider as their career after clerkship schemes (10.8 to 14.8%) had increased after the clerkship schemes.ConclusionClerkship generally improves clinical pharmacy students’ understanding of and attitudes toward pharmaceutical care, yet adjustments are also required in some contents of the clerkship for further improvements in its outcomes.

Undergraduate pharmacy students' experiences of a mindfulness-based intervention

IntroductionStress negatively impacts upon physical and mental health, and pharmacy students demonstrate higher levels of stress than the general population. Mindfulness may be a suitable way to improve pharmacy students' stress and distress levels in order to cope with academic pressures and professional responsibilities. The objective of this study was to obtain students' views and insights into the content and design of a mindfulness-based intervention. MethodsUndergraduate pharmacy students in University College Cork who had completed at least 75% of a four-week mindfulness course offered during the 2016 to 2017 academic year were invited to participate in follow-up interviews. Local ethical approval was obtained. Recruitment occurred via email. Audio-recorded interviews were conducted, transcribed, and de-identified by the mindfulness tutor and primary researcher. Transcripts were analysed using thematic analysis. ResultsA total of 21 participants (62% female) representing all year groups were interviewed in March 2017. Thematic analysis generated the following four key themes regarding the mindfulness course: 1) common humanity – an essential foundation, 2) personal development and self-awareness, 3) implementation – striking a balance, and 4) challenges of social influences. ConclusionsThe results of this study will be instrumental in deciding how to best bring this research forward. Mindfulness may have an important future role to play in pharmacy and healthcare education.

A Laboratory Session to Prepare Pharmacy Students to Manage the Opioid Crisis Situation

Objective. To educate third-year pharmacy students about the role of pharmacists in the opioid crisis and measure their knowledge, confidence, and attitudes towards opioids and opioid overdose. Methods. All third-year students (n=130) enrolled in a Doctor of Pharmacy (PharmD) degree program participated in opioid overdose and naloxone education and training followed by a three-part laboratory session that included mock naloxone counseling, case-based discussion of the Prescription Drug Monitoring Program (PDMP), and equianalgesic opioid dose conversion scenarios. A pre- and post-assessment focused on the individual's clinical knowledge, confidence, and attitudes about opioid overdose management and naloxone use was administered before and after the laboratory session to evaluate the student's baseline understanding and experience compared to learning gains from the session. An evaluation of the laboratory session was also conducted. Results. Upon completion, 99% percent of students rated the opioid laboratory as excellent (59%) or good (40%). Students believed the laboratory was stimulating (93%), relevant to pharmacy practice (96%), and contributed to their professional development (97%), and that the information provided was at an appropriate level (98%). Knowledge-based assessments improved in the areas of PDMP timely reporting, differentiating between naloxone devices, and naloxone administration technique. Student attitudes toward managing opioid overdoses improved on a majority of items. The majority of students agreed they had enough information to help them manage an opioid overdose (88.5%) and denied the need for additional training (61.5%). Conclusion. An active-learning laboratory helped to improve pharmacy students' knowledge, confidence, and attitudes with regard to opioids and the use of naloxone to treat a patient who has overdosed.

Optimizing the Spacing of Retrieval Practice to Improve Pharmacy Students’ Learning of Drug Names

Objective. To optimize student pharmacists' long-term retention of brand and generic drug names through spacing and modification of quiz format. Methods. In three experiments, student pharmacists learned brand and generic names for the Top 200 medications taught in a self-paced course. The students completed two spaced quizzes on the course content, a final examination, and a measure of long-term retention administered several weeks after the course was completed. Experiment 1 examined the spacing of quiz 2 relative to quiz 1 and the final examination. Experiment 2 examined whether providing hints such as giving the first 3 letters of the paired associate impacted learning. Experiment 3 examined whether providing more elaborate context improved student retention. Results. When quiz 2 was administered closer to quiz 1 but further from the final examination (expanding practice), students' long-term knowledge retention was greatest. When the first three letters of the paired associate were provided, students' long-term retention decreased. When more elaborative context was provided within the quizzes, students' long-term retention was unaffected despite higher final examination performance. Conclusion. Making retrieval of concepts easier reduces pharmacy students' long-term knowledge retention, albeit only a small effect was seen in this study. In addition, providing more elaborative context in terms of drug class and indication during retrieval did not improve students' learning.

Impact of a mindfulness-based intervention on undergraduate pharmacy students' stress and distress: Quantitative results of a mixed-methods study

IntroductionStress negatively impacts upon physical and mental health. Pharmacy students demonstrate higher stress than the general population. Mindfulness may improve pharmacy students' stress and distress levels. The purpose of this study was to assess the quantitative effects of a mindfulness-based intervention on pharmacy student stress, distress, burnout, and mindfulness levels. MethodsA quasi-randomised controlled trial was conducted at an Irish pharmacy school during the 2016 to 2017 academic year. The intervention group completed a four-week mindfulness course. The waitlist control group received only usual education. Participants completed a demographics form, the Perceived Stress Scale, the General Health Questionnaire, the Maslach Burnout Inventory Student Survey, and the Five Facet Mindfulness Questionnaire at baseline and immediately post-intervention. ResultsFull data were gathered and analysed for 99 students (51 intervention, 48 control, 66.7% female). There were no significant differences between the intervention and control groups at baseline. Post-intervention, a large effect on mental distress was found (Partial Eta Squared 0.137) with the intervention group reporting statistically significantly lower distress than the control group (F (1,98) = 15.3, p < 0.005). Stress and distress were significantly improved for females (p = 0.026, p < 0.005), while males improved in the observing facet of mindfulness (p = 0.038). There was a positive association between attendance and these findings (r2 = 0.191, p < 0.005). ConclusionFemale pharmacy students experienced improvements in mental distress and stress after participation in the intervention. Mindfulness may have a future role to play in pharmacy and healthcare education.