From Drug Literature Evaluation to Evidence-Based Medicine:  Transforming the Focus of a First Year Pharmacy Curriculum

Reidt, Shannon; Hager, Keri D.; Beattie, J.; Pittenger, Amy L.; Smith, Maureen A.; Janke, Kristin K.

doi:10.24926/iip.v7i2.425

Cited by 3 publications

(1 citation statement)

References 21 publications

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“…Practice is needed for skill development; hence, using a threaded or longitudinal approach to learning assists students with developing EBM skills over time. [6][7][8][9][10] However, with few exceptions, 6,7 most published pharmacy literature regarding instruction in EBM describes providing only a single course, an elective course, or training.…”

Section: Introductionmentioning

confidence: 99%

Longitudinal Assessment of Pharmacy Students’ Confidence and Skill in Providing Evidence-based Answers to Clinical Questions

Margolis

Shah

Kraus

et al. 2020

American Journal of Pharmaceutical Education

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Objective. To assess Doctor of Pharmacy (PharmD) students' skills and confidence in using an evidence-based medicine (EBM) approach to answer practice-based, clinical questions. Methods. Pharmacy students' ability to provide evidence-based answers for real-world clinical questions was assessed at two time points in the PharmD curriculum using a standard tool and trained evaluators. Pharmacy students' confidence regarding their EBM skills was self-assessed at four points in the program, with the first survey administered before the EBM sequence and the final survey administered prior to graduation. The survey included five self-assessed skill questions and nine self-confidence questions. Results. Two hundred twenty-four students from two graduating classes were included in the analysis. Over 97% of students received passing scores on their clinical inquiries (mean score590.4%), confirming their competency in EBM skills. Students' survey responses on all self-assessed skill and confidence questions improved significantly from baseline to graduation. Conclusion. Longitudinal teaching of EBM concepts and opportunities for skills practice developed PharmD students' ability to successfully provide evidence-based answers to authentic clinical questions. This was consistent with students' confidence level and self-assessed skill levels reported on surveys. Future directions include confirming students' use and understanding of EBM concepts after graduation.

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Section: Introductionmentioning

confidence: 99%

Longitudinal Assessment of Pharmacy Students’ Confidence and Skill in Providing Evidence-based Answers to Clinical Questions

Margolis

Shah

Kraus

et al. 2020

American Journal of Pharmaceutical Education

View full text Add to dashboard Cite

show abstract

A series of literature evaluation skill development interventions progressing in complexity

Reidt

Morgan

Janke

2016

Currents in Pharmacy Teaching and Learning

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Longitudinal evaluation of pharmacy students' metacognition in interpretation of evidence-based medicine

Shah

Pigarelli

Margolis

2020

Currents in Pharmacy Teaching and Learning

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From Drug Literature Evaluation to Evidence-Based Medicine: Transforming the Focus of a First Year Pharmacy Curriculum

Abstract: This case study describes a longitudinal curricular sequence implemented to teach evidence-based medicine (EBM)

Cited by 3 publications

References 21 publications

Longitudinal Assessment of Pharmacy Students’ Confidence and Skill in Providing Evidence-based Answers to Clinical Questions

Longitudinal Assessment of Pharmacy Students’ Confidence and Skill in Providing Evidence-based Answers to Clinical Questions

A series of literature evaluation skill development interventions progressing in complexity

Longitudinal evaluation of pharmacy students' metacognition in interpretation of evidence-based medicine

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