Pharmacy student confidence, knowledge and teaching experience in diabetes related pharmacology and therapeutics
DOI:
https://doi.org/10.46542/pe.2024.241.734744Keywords:
Confidence, Diabetes, Knowledge, Pharmacy, TeachingAbstract
Background: Pharmacists are crucial in managing diabetes, requiring appropriate confidence levels and knowledge for effective clinical decision-making. Therefore, the current study assesses correlations between student pharmacist confidence and knowledge in diabetes pharmacology and therapeutics within a UK institution. It also examines the influence of their teaching experience on these factors.
Methods: An online questionnaire was disseminated to final-year pharmacy students (n = 47) at Ulster University. A 5-point Likert scale determined student confidence on diabetes pharmacology and therapeutics topics, with related multiple-choice questions assessing corresponding knowledge. Associations between confidence and knowledge were then determined.
Results: Most students felt confident understanding diabetes pharmacology and therapeutics, except for treatment algorithms. They answered six out of ten knowledge domains correctly, though gaps were noted in treatment algorithms, drug options, and side effects. No overall correlation between confidence and knowledge was found, but a significant positive correlation existed regarding insulin action and recognising hypoglycemia signs. Generally, students were satisfied with their diabetes-specific teaching experience, as shown by excellent attendance, but they would welcome additional innovative teaching methods.
Conclusion: The current study presents no overall correlation between confidence and knowledge of final-year Ulster University pharmacy students about diabetes pharmacology and therapeutics content. Whilst teaching methods were well received, more engaging tools may help address areas where knowledge gaps were identified.
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