Impact of evidence-based pharmacotherapy (EBP) elective course on fourth year students’ performance
DOI:
https://doi.org/10.46542/pe.2022.221.498502Keywords:
Active learning, APPE, Evidence-based medicine, Journal club, Literature evaluation, TechniqueAbstract
Introduction: Evidenced-based clinical reasoning and literature evaluation skills are essential aspects of pharmacy education and a variety of methods to incorporate these skills into the pharmacy curriculum exist. The authors sought to determine whether an evidence-based pharmacotherapy (EBP) elective course that focused on journal club presentations improved performance during Advanced Pharmacy Practice Experiences (APPEs).
Methods: Students enrolled in the EBP course were compared to peers not enrolled in the course during the 2009-2011 academic years. Student performance in patient care, clinical reasoning, and literature evaluation domains was assessed. These domains included scores on APPEs, pharmaceutical care ability profile (PCAP), journal clubs, patient presentations, and seminars.
Results: This analysis included 368 APPEs completed by EBP students and 2922 APPEs completed by non-EBP students. Mean scores on APPEs were 90.36% and 89.75% for the EBP and non-EBP groups (p=0.218). Performance on other measures of clinical reasoning and literature evaluation were also comparable.
Conclusion: The analysis of this study found that enrollment in an elective course focused on intensive literature evaluation, presentations, and clinical application did not result in measurable differences in existing performance metrics during APPEs.
References
ACPE. (2015). Accreditation standards and key elements for the professional program in pharmacy leading to the Doctor of Pharmacy degree. https://www.acpe-accredit.org/pdf/Standards2016FINAL.pdf
Bookstaver, P.B., Rudisill, C.N., Bickley, A.R., McAbee, C., Miller, A.D., Piro, C.C., & Schulz, R. (2011). An evidence-based medicine elective course to improve student performance in advanced pharmacy practice experiences. American Journal of Pharmaceutical Education, 75(1), 9. https://doi.org/10.5688/ajpe7519
Burkiewicz, J.S., & Komperda, K.E. (2009). An elective course on landmark trials to improve pharmacy students' literature evaluation and therapeutic application skills. American Journal of Pharmaceutical Education, 73(2), 31. https://doi.org/10.5688/aj730231
Burris, J.N., Frederick, E.K., Malcom, D.R., Raake, S., Shin, M., & Daugherty, K.K. (2019). Impact of a Journal Club Elective Course on Student Learning Measures. American Journal of Pharmaceutical Education, 83(7), 6827. https://doi.org/10.5688/ajpe6827
Gonyeau, M.J., Trujillo, J., & DiVall, M. (2006). Development of progressive oral presentations in a therapeutics course series. American Journal of Pharmaceutical Education, 70(2), 36. https://doi.org/10.5688/aj700236
Gurney, M.K., Buckley, K., & Karr, S. (2019). Evaluation of a journal club preparatory session on student confidence for a graded journal club. Currents in Pharmacy Teaching and Learning, 11(12), 1221-1230. https://doi.org/10.1016/j.cptl.2019.09.011
Haber, S.L., & Boomershine, V. (2015). An elective course in evidence-based health care using team-based learning. Currents in Pharmacy Teaching and Learning, 7(2), 259-264
Holloway, R., Nesbit, K., Bordley, D., & Noyes, K. (2004). Teaching and evaluating first and second year medical students' practice of evidence-based medicine. Medical Education, 38(8), 868-878. https://doi.org/10.1111/j.1365-2929.2004.01817.x
Medina, M.S., Plaza, C.M., Stowe, C.D., Robinson, E.T., DeLander, G., Beck, D.E., Melchert, R.B., Supernaw, R.B., Roche, V.F., Gleason, B.L., Strong, M.N., Bain, A., Meyer, G.E., Dong, B.J., Rochon, J., Johnston, P. (2013). Center for the Advancement of Pharmacy Education 2013 educational outcomes. American Journal of Pharmaceutical Education, 77(8), 162. https://doi.org/10.5688/ajpe778162
Momary, K.M., & Lundquist, L.M. (2017). Student pharmacists' preparedness to evaluate primary literature pre- and post-Advanced Pharmacy Practice Experiences. Currents in Pharmacy Teaching and Learning, 9(3), 468-472. https://doi.org/10.1016/j.cptl.2017.02.002
Sackett, D.L., Rosenberg, W.M., Gray, J.A., Haynes, R.B., & Richardson, W.S. (1996). Evidence based medicine: what it is and what it isn't. British Medical Journal, 312(7023), 71-72. https://doi.org/10.1136/bmj.312.7023.71
Timpe, E.M., Motl, S.E., & Eichner, S.F. (2006). Weekly active-learning activities in a drug information and literature evaluation course. American Journal of Pharmaceutical Education, 70(3), 52. https://doi.org/10.5688/aj700352
Wang, J., Wang, D., Chen, Y., Zhou, Q., Xie, H., Chen, J., & Li, Y. (2017). The effect of an evidence-based medicine course on medical student critical thinking. Journal of Evidence-Based Medicine, 10(4), 287-292. https://doi.org/10.1111/jebm.12254
