Pharmacology Training Research Articles

A qualitative study of pelvic health physiotherapists’ experiences of non-medical prescribing in the UK

The Department of Health promoted non-medical prescribing (NMP) to improve patient access to medicine, enhance public health and recognize the expertise of healthcare professionals. Pelvic health physiotherapists (PHPs) can optimize NMP for those with pelvic floor conditions. It is pertinent to understand the experiences of this under-researched group in order to facilitate implementation. The aim of this study was to explore PHPs’ experiences of NMP in their clinical practice. Purposive sampling recruited five participants. A qualitative descriptive study was completed using one focus group and two semi-structured interviews. These were completed using video conferencing alongside a topic guide. Verbatim transcripts were checked and verified by the participants. The data were interpreted using thematic analysis. Three themes with associated subthemes were identified. The themes were: the perceived value of NMP; the impact of organizational governance on NMP; and the impact of self-efficacy on NMP. Recommendations to improve implementation in practice that could be considered included: adequate managerial provision for NMP training; national governance development; peer support; prescription funding; speciality-specific continuing professional development; further pharmacology training for physiotherapists; and easy access to patient information. Further research into the clinical and economic impact of NMP that involves a larger pool of participants will: improve data quality and rigour; confirm results; and provide further recommendations.

Serious gaming as potential training tool for recognition of adverse drug reactions: side-effect exposure—medical education (SeeMe)

PurposeThe recognition of adverse drug reactions (ADRs) is an important part of daily clinical work. However, medical education in this field is mostly drug-based and does not address adequately the complexity of this field regarding individual risk factors and polypharmacy. This study investigates the potential of the web-based serious game SeeMe (side-effect exposure—medical education) in pharmacological education of medical students to improve the recognition of relevant ADRs.MethodsOne hundred fifty-seven medical students were recruited to evaluate the serious game SeeMe. SeeMe was developed to improve knowledge and recognition of ADRs in clinical practice. Players take on the role of a physician trying to understand fictional patients with ADRs. Before and after an 8-week playing period, an evaluation was carried out through a pre- and post-questionnaire and a pre- and post- knowledge test.ResultsThe students achieved significantly better results in the knowledge test, as almost twice as many exam-relevant questions were answered correctly (p < 0.001). The serious game had a positive effect on the students’ perception of the importance of ADRs.ConclusionThis study demonstrates the potential of web- and case-based fictional serious games in medical education. The improved recognition of side effects represents a crucial step for education and training in clinical pharmacology. Future versions of the serious game may take this further and focus on training in the treatment of ADRs and their relevance in various healthcare professions.

Evaluation of a short-structured learner-centric training program on rational drug prescribing for medical interns: A quasi-experimental study.

Rational drug prescribing skills of interns remain bleak despite clinical pharmacology training during their second year, warranting the need for further training. This study was designed to evaluate the effectiveness of a short-structured learner-centric training program using the World Health Organization (WHO) guide to good prescribing in improving interns' knowledge of rational drug use and their rational drug prescribing skills. This quasi-experimental study was implemented at a tertiary care teaching hospital in South India. We conducted a short-structured learner-centric training program on rational drug prescribing for interns in September 2022, using the WHO guide to good prescribing. The medical interns who consented to participate were included in the study. A pre-test was administered at the start of the training, followed by a post-test and feedback questions at the end of the program. Statistical tests used for quantitative data were the Wilcoxon signed-ranks test and McNemar's Chi-square test. Qualitative data were analyzed using manual content analysis. Of the 77 interns who attended the training program, 73 provided consent and completed both the pre-test and the post-test. Their mean age was 22 years, with a slight preponderance of female participants (53.4%). Overall, there was a statistically significant increase in the median (interquartile range) total scores from 52 (44.6 - 60) to 84 (70 - 88) after the training (P = 0.001), out of a maximum score of 93. Also, a significantly greater number of them wrote legible prescriptions (grade 4/excellent - 44 in pre-test vs 52 in post-test; P = 0.001) after the training. The short-structured learner-centric training program based on the WHO guide to good prescribing significantly improved the knowledge of rational drug use and rational drug prescribing skills among medical interns.

The effect of the case-based learning approach on the level of satisfactions and learning of nursing students in Iran: A randomized controlled trial

IntroductionNurses must have sufficient knowledge and skills in the field of medications and medication management. This study was designed to investigate the effect of the case-based learning (CBL) approach on the level of satisfaction and learning of nursing students. Materials and methodsThis study was conducted using a randomized controlled trial on 70 Iranian third-semester nursing students during a pharmacology internship in 2023. After considering the inclusion criteria, the samples were entered into the study by census method and then they were placed in either the control (35 people) or intervention (35 people) groups by simple random method. Pharmacology training was done in the control group by the usual method (lectures by the instructor and conferences with students) and in the intervention group by the Kaddoura case-based learning method. Data collection tools included a demographic questionnaire, satisfaction of educational approach questionnaire, and exam scores before and after the internship. SPSS version 26 software was used for statistical analysis. ResultsThere was no statistically significant difference (P = 0.88) in the mean scores of the pharmacology pre-test in the control (10.54 ± 2.74) and intervention groups (10.6 ± 3.49) before the intervention. Also, there was no statistically significant difference (P = 0.19) between the pharmacology post-test scores in the control (17.7 ± 1.15) and intervention groups (18.07 ± 0.91). A comparison of pre-test and post-test scores in both control and intervention groups showed that the post-test scores in both groups increased significantly (P < 0.001). The results showed that the intervention group was significantly (P = 0.008) more satisfied with the learning method. ConclusionThe case-based educational approach resulted in improved satisfaction among students in the pharmacology course. It is recommended to incorporate this learning method alongside traditional teaching methods, in nursing education, particularly in pharmacology instruction.

Using machine learning to identify key subject categories predicting the pre-clerkship and clerkship performance: 8-year cohort study.

Medical students need to build a solid foundation of knowledge to become physicians. Clerkship is often considered the first transition point, and clerkship performance is essential for their development. We hope to identify subjects that could predict the clerkship performance, thus helping medical students learn more efficiently to achieve high clerkship performance. This cohort study collected background and academic data from medical students who graduated between 2011 and 2019. Prediction models were developed by machine learning techniques to identify the affecting features in predicting the pre-clerkship performance and clerkship performance. Following serial processes of data collection, data preprocessing before machine learning, and techniques and performance of machine learning, different machine learning models were trained and validated using the 10-fold cross-validation method. Thirteen subjects from the pre-med stage and 10 subjects from the basic medical science stage with an area under the ROC curve (AUC) >0.7 for either pre-clerkship performance or clerkship performance were found. In each subject category, medical humanities and sociology in social science, chemistry, and physician scientist-related training in basic science, and pharmacology, immunology-microbiology, and histology in basic medical science have predictive abilities for clerkship performance above the top tertile. Using a machine learning technique based on random forest, the prediction model predicted clerkship performance with 95% accuracy and 88% AUC. Clerkship performance was predicted by selected subjects or combination of different subject categories in the pre-med and basic medical science stages. The demonstrated predictive ability of subjects or categories in the medical program may facilitate students' understanding of how these subjects or categories of the medical program relate to their performance in the clerkship to enhance their preparedness for the clerkship.

Knowledge of Speech and Language Therapists about Drugs Related to Speech, Language, Voice and Swallowing Disorders

This descriptive study aims to assess the knowledge of speech and language therapists, who assess and treat clients with speech, language, voice, and swallowing disorders, their pharmacology education, and regarding the drugs related to these disorders. This study involved 96 speech and language therapists from different regions of Türkiye. A survey based on the literature was created to assess the level of knowledge of participants about the indications, contraindications and side effects of drugs related to speech, language, voice and swallowing disorders, as well as their pharmacology training. Our study determined that more than half of the participants had a low level or no knowledge about the indications, contraindications and side effects of drugs related to speech, language, voice and swallowing disorders. In addition, 86.5% of participants reported that they had not received adequate training on drugs at the bachelor and graduate level, and 93.8% of participants would like to receive more training on this subject. Since there is no study in literature that assesses the pharmacology knowledge of speech and language therapists, it is envisaged that our research will make a significant contribution to the field and raise the level of knowledge and awareness among professionals.

Knowledge, attitude and practices related to drug prescription among postgraduate medical students: A cross sectional study

Pharmacology, being both the basic and applied science of drugs, forms the backbone of rational therapeutics. With an emphasis on learning the facts of medications, traditional pharmacology teaching is mostly teacher-centred. The erroneous prescribing that can result from inadequate understanding can cost a great deal of money and lives. The aim of the present study was to assess doctors' prescription knowledge, attitudes, and practices.The information was gathered from postgraduate students (residents) using questionnaires about their undergraduate training in clinical pharmacology and therapeutics, prescribing practices, frequently used drug information sources, and any perceived shortcomings in their undergraduate clinical pharmacology teaching. There was a calculation of descriptive statistics and a chi-square test.Among the 149 responses, 86 (57.71%) of them were male and 63 (42.28%) were female. Only 33 (22.1%) participants knew the components of a prescription, and 135 (90.6%) participants were aware that prescription writing was taught in their undergraduate course. Around 41 (27.5%) participants were aware of the concept of P drugs. Among them, 89 (59.73%) residents had good knowledge of prescriptions. Only 35 (23.5%) strongly agreed, and 113 (75.8%) agreed that undergraduate pharmacology training taught them to prescribe safely. About 83 (55.7%) participants disagreed, 33 (22.1%) strongly disagreed, and only 10 (6.7%) agreed that undergraduate pharmacology teaching should be improved. According to the patient's needs, 146 (98%) participants were prescribed additional vitamins and irons. Around 52 (34.9%) participants reported having difficulty prescribing during their internship rotation. Among them, 77 (51.67%) residents had good practice of prescription.A majority of postgraduate students believed that additional training should be provided on writing rational prescriptions to make them more confident in their prescribing practices.

The European List of Key Medicines for Medical Education: A Modified Delphi Study.

Rational prescribing is essential for the quality of health care. However, many final-year medical students and junior doctors lack prescribing competence to perform this task. The availability of a list of medicines that a junior doctor working in Europe should be able to independently prescribe safely and effectively without supervision could support and harmonize teaching and training in clinical pharmacology and therapeutics (CPT) in Europe. Therefore, our aim was to achieve consensus on such a list of medicines that are widely accessible in Europe. For this, we used a modified Delphi study method consisting of three parts. In part one, we created an initial list based on a literature search. In part two, a group of 64 coordinators in CPT education, selected via the Network of Teachers in Pharmacotherapy of the European Association for Clinical Pharmacology and Therapeutics, evaluated the accessibility of each medicine in his or her country, and provided a diverse group of experts willing to participate in the Delphi part. In part three, 463 experts from 24 European countries were invited to participate in a 2-round Delphi study. In total, 187 experts (40%) from 24 countries completed both rounds and evaluated 416 medicines, 98 of which were included in the final list. The top three Anatomical Therapeutic Chemical code groups were (1) cardiovascular system (n = 23), (2) anti-infective (n = 21), and (3) musculoskeletal system (n = 11). This European List of Key Medicines for Medical Education could be a starting point for country-specific lists and could be used for the training and assessment of CPT.

Nurses' perceived barriers and facilitators to the implementation of nurse prescribing: Delphi study and focus group.

To obtain consensus on barriers and facilitators to nurse prescribing following its recent introduction in Spain. A three round online Delphi survey and focus group. An exploratory method was used with three consecutive rounds of questionnaires based on anonymity and feedback, and a focus group. The study was carried out with primary care, specialized care, socio-health care and manager nurses. On the basis of the Delphi study that was conducted, a list of 15 barriers and 18 facilitators of nurse prescribing was obtained. However, no general consensus was found with respect to the prioritization of these barriers/facilitators. The analysis of the results of the focus group confirmed the information obtained from the Delphi study. The main barriers highlighted were dependence on the figure of the physician, insufficient training in pharmacology, a lack of institutional support and the limited list of products that could be prescribed. The key facilitators were academic knowledge and ongoing training and education, independence in the functions and responsibilities of the nursing profession, adaptation to new roles and autonomy in the case of chronic care processes. Nurses were generally positive about the introduction of nurse prescribing. The commitment of nurses to training and their accreditation as prescribers (internal forces) and health policy and nursing management (external forces) play a fundamental role in supporting the basis of nurse prescribing and ensuring that it is developed with the identified support resources, such as staff training and the provision of the materials necessary for its proper implementation, all with the aim of guaranteeing quality healthcare. Strong models of nurse prescribing are being considered globally to address population needs. The results can help the future implementation of non-medical independent prescribing and provide guidance to the government and society on the interventions that can be used to consolidate it. What problem did the study address? By 2027, the world's population will receive more than 4.5 trillion doses of medicine each year. However, the WHO estimates a projected shortfall of 10 million health workers by 2030. Inadequacies with traditional physician-led care systems mean that new approaches are imperative to maintain patient access to prescription medicines, with NP being a key element in this regard. In Catalonia (Spain), the accreditation process for nurses as prescribers was implemented in 2021. It is therefore of vital importance to question and consult the nurses themselves, the main promoters of the process, to find out their perceptions and thus be able to take them into consideration in the implementation process. What were the main findings? A total of 15 barriers and 17 facilitators were identified. The main perceived barriers are dependence on the figure of the physician, insufficient training in pharmacology during undergraduate studies and a lack of institutional support. The main perceived facilitators are academic knowledge and ongoing education and training, independence in nursing functions and responsibilities, and adaptation to new roles and tasks. Where and on whom will the research have an impact? These results can contribute to improving NP implementation in Spain and serve as a reference for other countries, especially where NP education and training have only recently been instigated or are in the planning process. Standards for reporting qualitative research: a synthesis of recommendations. SRQR. No patient or public contribution.

Dental Faculty Experiences of Drug Prescription Patterns: A Qualitative Study

Background: Dental prescribing is considered a basis for short-term treatment of clinical problems. Therefore, dentists should be familiar with the patterns of rational drug prescription. Neglecting this important issue can lead to misprescription and side effects. Accordingly, the present study aimed to investigate the experiences of a group of dental specialists about prescribing drugs. Methods: This qualitative study was conducted using a conventional content analysis approach. A total of 19 specialists from 5 different fields (oral diseases, pediatric dentistry, oral and maxillofacial surgery, endodontics, and periodontics) participated in this study. Purposive and theoretical sampling was used to collect data and semi-structured in-depth interviews were conducted in the form of focus group discussions from each department at Kerman dental school. Data collection and content analysis were performed simultaneously. Results: The analysis of the data revealed five categories including more frequently prescribed drugs, common concerns about prescribing drugs, recommendations for reducing potential side effects, experience of clinical pharmacology training, and criteria for prescribing new drugs. Conclusion: Since the knowledge of dental students affects the quality and effectiveness of treatment and patient safety, this study emphasized the need to improve clinical pharmacology training provided to dentistry students, residents, and dentists.

Studi Kasus: Penerapan Empat Pilar Diabetes Mellitus Pada Pasien Diabetes Mellitus Di RW 1 RT 3 Bumijo Kota Yogyakarta

Diabetes mellitus or commonly known as diabetes is a metabolic disease associated with unhealthy lifestyle patterns. Diabetes mellitus causes classic symptoms such as polyuria, polydipsia, fatigue and decreased physical performance, weight loss and causes complications. So that good management is needed with the four pillars of diabetes mellitus. The purpose of this case study is to look at knowledge and adherence related to the diabetes mellitus diet using the media booklet which is summarized with the 4 pillars of diabetes mellitus. This research began on 5-6 May 2023. The method in this study used a case study approach by implementing health education counseling related to the four pillars of diabetes mellitus. The sample in this study is Mrs. S. data collection was carried out by interviews, medical examinations, pre-tests, provision of health education, and ¬post-tests. The results of this case study are that with the measurements carried out giving the pretest and post-test there is an increase in knowledge and adherence to the diabetes mellitus diet in patients. It can be concluded that it is important to provide health education related to the 4 pillars of diabetes mellitus, especially people with diabetes mellitus in order to avoid the risk of complications that may occur and as an effort to increase knowledge and adherence regarding diabetes mellitus diet. One of the interventions that can be given to people with diabetes mellitus is the provision of health education related to the four pillars of diabetes mellitus which consist of: diabetes mellitus education, nutritional diet, pharmacology, and physical activity training

Combatting climate change using education and training in pharmacology and therapeutics.

The climate crisis has implications for the physical and mental health of people worldwide, while, paradoxically, healthcare itself contributes significant greenhouse gas emissions. Healthcare professionals need to be prepared to both mitigate the impacts of climate change and also manage the health effects of the climate crisis. Widespread adoption of sustainable healthcare models is required, with sustainability-driven improvements in clinical pharmacology intrinsically linked to this. Recognizing that education and training are essential steps to equip medical professionals with the knowledge to face the unprecedented challenges that the climate crisis presents, here, with reference to pharmacology and therapeutics, we discuss how the theme of Education for Sustainable Healthcare (ESH) can be integrated into undergraduate and postgraduate teaching programmes and how barriers to successful implementation can be tackled. We support the use of the Principles of Sustainable Clinical Practice as a framework to guide educational interventions and draw upon examples of our own practice at Brighton and Sussex Medical School where ESH has become a core component of medical education in our undergraduate curriculum.

Knowledge, attitude and practices related to drug prescription among medical officers and postgraduate residents in B. P. Koirala Institute of Health Sciences

Background: Pharmacology, being both basic and applied science, forms the backbone of rational therapeutics. Traditional teaching of pharmacology is teacher centered with emphasis on learning the facts on drugs. Inadequate knowledge may cause irrational prescribing which leads to huge loss of lives and money. Objective was to evaluate the knowledge, attitude and practices among doctors regarding prescription. Methods: A semi-structured questionnaire was used among medical officers and postgraduate residents to collect the data regarding their undergraduate training in clinical pharmacology and therapeutics, prescribing habits, commonly consulted drug information sources and any perceived deficiencies in their undergraduate clinical pharmacology teaching. Descriptive statistics were calculated. Results: Out of 116 respondents, 69 were males and mean age was 28.8±2.3 years. Ninety-eight (84.5%) participants were aware about teaching of prescription writing in their undergraduate course and 101 (87.1%) participants knew the parts of prescription. One hundred (86.2%) participants considered safety as the most important aspects of prescribing a drug. One hundred and four (89.7%) participants thought that undergraduate pharmacology training taught them to prescribe safely. One hundred and eleven (95.7%) thought that the undergraduate pharmacology teaching should be improved. Out of 116 participants, 84 (72.4%) had encountered problems while prescribing during their internship. Sixty-eight (58.6%) participants used internet as a source of information about safety, efficacy and cost of drugs for prescription. Ninety-five (81.9%) participants prescribed supplemental vitamins and irons according to patient need. Conclusions: Majority of participants felt that they do have good knowledge in prescribing medicines and the training on prescription writing should be reinforced.

Planning for Future Is Critical to Protecting Our Profession and Americans’ Mental Health

Planning for Future Is Critical to Protecting Our Profession and Americans’ Mental Health

Social Prescribing is the Need Indeed in Millennium

Published on: October 2022Journal of Young Pharmacists, 2022; 14(4):347-348Editorial | doi:10.5530/jyp.2022.14.70 Authors:Krishnan Vengadaragava Chary*, Usha SadasivanDepartment of Pharmacology, Sri Lalithambigai Medical College and Hospital, Chennai, Tamil Nadu, INDIA. Abstract:Personalized medicine or precision therapy, in the context the concept ‘Social prescribing’ is of the welcome approach. In social prescribing any health care work in particularly pharmacologist or clinical pharmacist plays a critical role. Hence, this concept must be dealt with modes like incorporating in practice, training and inclusion in pharmacology and pharmacy curriculum. As per definition, the exact nature of “social prescriptions”, meaning the referrals of patients to activities and services are specific to each community and care setting. This system of care is already starting its services in developed nations; In developing countries like this must be introduced as a significant part of social health security and accessibility. This can be executed with existing worker, or better with clinical pharmacist.The social determinants of health (SDH) are the non-medical factors that influence health outcomes. They are the conditions in which people are born, grow, work, live, and age, and the wider set of forces and systems shaping the conditions of daily life mandate the concept of social prescribing and ‘Linker’ in health care sector Research has shown that loneliness potentially caused by social exclusion can be an important factor influencing health (e.g. Landeiro et al. 2017). In this regard, one of the ways social prescribing can help addressing this SDH is by offering support to attend a regular activity group (e.g. an art class, or discussion group) to address social isolation and loneliness in the patient. Read more . . .

Chronic Serotonin Toxicity in the Older Patient With Polypharmacy.

Clinical pharmacists with experience may identify prescribing patterns resulting in iatrogenic disease, which is commonly encountered in geriatric populations where polypharmacy is common. Serotonin toxicity is one toxidrome clinicians may identify, where specific medications are used in treatment. As a result of their pharmacology training, pharmacists may identify toxidromes caused by medications that other clinicians may overlook. Pharmacogenomic (PGx) testing can provide added insight into a potentially iatrogenic cause for serotonin toxicity, because testing can elucidate how well an individual patient may metabolize serotonergic medications. Using PGx as a resource in addition to clinical experience, pharmacists can better guide therapy in the geriatric, polypharmacy population to avoid serotonin toxicity.

Pharmacy Education: Upgradation and Clinical Rotation to Produce Quality Professionals in Pakistan

Pharmacy is an expanding profession with new and expanded duties for pharmacists. Pharmacology training should adjust to local and global trends to graduate quality pharmacists1. The five years of basic pharmacy education is inadequate for excellent quality of treatment, which might impair patients' health. Several nations, including the USA, have expanded basic pharmacology training to 6 years and established Pharm D as entrance level for any area of practice2. Countries that have implemented postgraduate training produce practice-ready pharmacists in varied sectors, depending on specialty and local requirements. Regional pharmacy authorities supply a large number of institutional rotation locations for pharmacy students, whereas hospital rotations have become a career necessity3. This rotation aims to provide students experience as pharmacists in a multidisciplinary context. The rotation's goals and activities include comprehending patients' drug-related requirements, pharmacists' regulatory, ethical, and professional duties, and medication distribution4. This clinical rotation offered a number of issues for institutions, especially in offering possibilities for students to engage in the pharmacist's job. Students should perform a set of specific clinical activities for which they are educated in hands-on workshops, followed by observation by a clinician or physician. Students do activities under indirect supervision after skill assessment. This technique lets students participate in direct medical care and help specific patients.5The duration of the rotation is inadequate for skill development, thus students must do duties under indirectly supervision of the institution's physician to begin hospital pharmacy practice.

Impact of Mental Health on General Surgery Patients and Strategies to Improve Outcomes.

Mental Health Disorders (MHD) are a growing concern nationwide. The significant impact MHD have on surgical outcomes has only recently started to be understood. This literature review investigated how mental health impacts the outcomes of general surgery patients and what can be done to make improvements. Patients with schizophrenia had the poorest surgical outcomes. Mental health disorders increased post-surgical pain, hospital length of stay, complications, readmissions, and mortality. Mental health disorders decreased wound healing and quality of care. Optimizing outcomes will be best accomplished through integrating more effective perioperative screening tools and interventions. Screenings tools can incorporate artificial intelligence, MHD data, resilience and its biomarkers, and patient mental health questionnaires. Interventions include cognitive behavioral therapy, virtual reality, spirituality, pharmacology, and resilience training.

A Survey of Speech-Language Pathologists' Use of Patient Medication Information for Patients With Dysphagia

Purpose: Medications can produce side effects that negatively impact swallowing and cognition. Speech-language pathologists (SLPs) who know which medications their patients are taking are able to consider the potential impact of medication side effects on their patient's swallow function and progress in therapy. The goal of this investigation was to gain preliminary information on how often SLPs report that they review a patient's medications as part of their standard practice, as well as the most common reasons for not reviewing patient medications. Method: A 10-item online questionnaire was distributed to practicing SLPs to collect information regarding their clinical experience, patient caseload, and whether they routinely review patient medications. Logistic regression analysis was used to determine which variables were associated with medication review. Results: Responses were received from 205 SLPs. Approximately half reported “always” reviewing patient medications ( n = 116). The most frequent reason given for not reviewing medications was lack of pharmacology training. The results indicated that SLPs with 15 years or more of experience were nearly 3 times more likely to review medications than SLPs with less experience. Not all Special Interest Groups participated in the distribution of the survey. Conclusions: Many SLPs reported that they did not consistently check patient medications as part of a patient evaluation. Of concern is the possibility that SLPs do not realize the importance of medication knowledge. Clinicians may gain familiarity with the medications and understanding of the impact that medications have on their patients as they accrue clinical experience. Future research should investigate the best ways to promote knowledge of this topic in new clinicians.

Re‐Purposing Drugs as Countermeasures for Chemical Weapon Toxicities: Interactive Pharmacology Training

The risk of a terrorist attack in the U.S. has created challenges on how to effectively treat toxicities that result from exposure to chemical weapons. To address this concern, the U.S. has organized a trans‐agency initiative across academia, government, and industry to identify drugs to treat tissue injury resulting from exposure to chemical threat agents. We sought to develop and evaluate an interactive educational session that provides hands‐on instruction on how to re‐purpose FDA approved drugs as therapeutics to treat toxicity from exposure to chemical weapons. As part of the Rutgers Summer Undergraduate Research Fellowship, 23 undergraduate students participated in a two‐hour session that included: 1) an overview of chemical weapon toxicities, 2) a primer on pharmacology principles, and 3) an interactive session where teams of students were provided lists of FDA approved drugs to evaluate potential mechanisms of action and suitability as countermeasures for four chemical weapon case scenarios. The interactive session culminated in a competition for the best grant ‘sales pitch’. Pre‐ and post‐program self‐assessments using 5‐point Likert rating scales were conducted during the session using Poll Everywhere. From this interactive training, students improved their understanding of 1) the ability of chemical weapons to cause long‐term toxicities (means: pre‐2.2; post‐4.1, p&lt;0.0001), 2) impact of route of administration and exposure scenario on drug efficacy (means: pre‐2.6; post‐4.3, p&lt;0.0001), and 3) re‐purposing FDA‐approved drugs to treat exposure to chemical weapons (means: pre‐1.7; post‐4.0, p&lt;0.0001). Seventy six percent of participants were ‘very likely’ or ‘extremely likely’ to recommend this activity to other students. These findings demonstrated that an interactive training exercise can provide students new insights into drug development for chemical threat agent toxicities.