A Novel Virtual Pharmacy Examination Format and Student Self-Perceptions in Making Nonprescription Product Recommendations

Abstract

Objective: Determine the impact of the virtual pharmacy examination on student perceptions of confidence, competence, and comfort when recommending nonprescription products. Methods: A pre-test post-test survey of student perceptions of their own confidence, competence and comfort following exposure to a "virtual pharmacy" examination was administered. Paired sample t-tests and independent samples t-tests were used for pre-post comparisons where appropriate. Results: Analysis showed a pre-post mean increase of 1.25 on a 5-point scale (p < 0.001) for the 3-item subscale measuring perceived confidence in making nonprescription product recommendations. A single item for a pre-post comparison of perceived competence showed a mean increase of 1.45 on a 5-point scale (p < 0.001). Pre-post comparisons of self-reported comfort in making nonprescription recommendations showed a mean increase of 0.49 on a 5-point scale (p < 0.01). Conclusions: The virtual examination format improved student perceptions of their own confidence, competence and comfort in making nonprescription product recommendations.