Long-term Results of an Analytical Assessment of Student Compounded Preparations

2016

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Objective. To describe pharmacy students' views on the effectiveness of an expansion of the compounding laboratory website at the UNC Eshelman School of Pharmacy. Methods. Originally, there were 39 videos and three animations available. In 2011, an additional 59 videos and two animations were added. Concurrently, all of the interactive questions were updated to fully integrate with the expanded video library. Students were surveyed about the expanded video library regarding accessibility, functionality, and usefulness, and how using the library impacted their learning of compounding. Surveys were analyzed with descriptive statistics. Means and SDs were calculated for the rating scale questions; independent t tests and Wilcoxon nonparametric tests were used to find differences between professional classes and campuses. Analytical results were evaluated with a one-way analysis of variance (ANOVA), z test, and a homogeneity of variance (Levene's) test. Results. The response rate to the survey was 85%. Compounding videos were used by 386/391 students. Thirty-four percent of students used the videos an average of 30 minutes or less per week; 56% used the videos 1-2 hours per week. Approximately 80% of students were satisfied with the functionality and accessibility of the videos. All students, regardless of professional year or campus affiliation, put their confidence/competence at about 70% of the rating scale. Conclusions. As no standardized compounding curriculum was found in US schools of pharmacy and students reported being satisfied with the website, it could be an accessible, functional, and useful resource for pharmaceutical compounding in schools of pharmacy.

Section: Resultsmentioning

confidence: 99%

Student Evaluation of Online Pharmaceutical Compounding Videos

Park

2016

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“…The P3 students had also completed analyses in the other PCL courses prior to this year, and again had time to reflect on its significance. 5,6 At the completion of the compounding laboratory courses, the P1 and P3 confidence levels across almost all areas of compounding skills were very similar. Based on these results, it appears that P1 students in the school's new curriculum one-semester course were equally as confident in their compounding skills as the P3 students in the legacy 5-semester PCL curriculum.…”

Section: A J P Ementioning

confidence: 99%

“…4,5,6 The measurement of preparation potency has been encouraged as another assessment strategy 7,8 , but the consistent application of such a strategy in lacking in many Schools of Pharmacy. 9 Pharmaceutical analysis provides profound insight into the students' ability to accurately compound preparations.…”

Section: A J P E a C C E P T E D D R A F Tmentioning

confidence: 99%

Student Self-Analysis of Their Nonsterile Preparations and its Effect on Compounding Confidence

Jih

2018

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Objectives. In a published study by Park and Shrewsbury 1 , compounding confidence was reported to be 70% when students had access to a compounding textbook, online video library and question test bank, FormulationRecords, graded Compounding Records from previous compounds, and in-laboratory teaching assistants. The study raised the question, "Is 70% the maximum limit of a student's compounding confidence, or would an additional resource or experience result in a higher confidence level?" This current study was designed to determine if self-analysis of their nonsterile preparation's potency was that resource or experience that would increase student confidence.Methods. Self-efficacy surveys were given to P1 and P3 students at the beginning and the end of a semester in which they completed their regularly scheduled compounding course. The survey assessed their confidence in general compounding skills and their perception that an added self-analytical component to determine the potency of their nonsterile preparations would improve their confidence level score.Results. P1 and P3 students reported increased confidence in all surveyed areas at the end of the semester, with P1 students showing more dramatic increases most likely due to this being their first compounding experience in this academic institution. P1 students reported a modest but significant decrease in their perception that potency self-analysis would impact their compounding ability (9.38 (1.12) to 8.98 (1.18)) while P3 students had a However, no statistical differences were found. Conclusions.The data showed that self-analysis of nonsterile preparations did increase student confidence to approximately 85% in this group of students. This indicates that a self-analysis component included in a compounding laboratory experience would be is beneficial in increasing student confidence in compounding skill and nonsterile preparation quality assessment.

“…Pharmaceutical analysis in a student compounding laboratory as an assessment tool does carry some burdens for the course instructor and the school of pharmacy. 6 The equipment and supplies for analyzing compounded preparations are a costly investment. Furthermore, the analysis process is time intensive, especially with a large class size, which does require auxiliary staff to carry out the analytical procedures in an expedient manner.…”

Section: A J P E a C C E P T E D D R A F Tmentioning

confidence: 99%

The Positive Impact of an Extended Intervention on Dosing Accuracy of Student Compounded Suspensions

Darst

2019

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Objectives. A compounding exercise modeled on a published stability study was originally intended to demonstrate how BUDs could be determined for compounded suspensions. In the initial study, the student results did not mirror the published reference. Hypotheses for this failure were tested in subsequent yearly studies. A final hypothesis study with a new objective proved that the students' failure was due their inability to properly shake a suspension and reinforced the importance of pharmacists counseling patients on these proper administration techniques.Methods. Students compounded a zonisamide suspension and sampled their preparations weekly. Zonisamide was suspended in Simple Syrup or 0.5% methylcellulose and stored at room or refrigerated temperate. All zonisamide samples were analyzed by HPLC using the same analytical method and instrumentation. The final hypothesis study imposed an intervention during weeks 5-7 which provided explicit verbal and visual confirmation of the proper shaking technique, and supervision of students' sampling technique.Results. The initial study determined that students' weekly average potencies ranged from 71122%, with relative standard deviations (RSD) of 1753%. In the final hypothesis study before the intervention, potency results ranged from 64111%, with RSD of 1776%. During the intervention, potencies minimized to 91118%, and RSD declined to 529%, which were more consistent with the literature reference results.Conclusions. The final hypothesis study intervention indicated that explicit auditory and visual patient instructions about the proper shaking technique of suspensions resulted in more uniform dosing of zonisamide. By implication, such instructions to patients from pharmacists will reduce dosing inconsistencies at home.