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

Abstract

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.

Ranking of Curricular Content by Pharmacy Students and Community Pharmacists

“…Margolis et al presented data from 224 students from two graduating classes at the University of Wisconsin-Madison [ 19 ]. Pharmacy student confidence in providing evidence-based answers to clinical questions was assessed at four points in their program, with the final contact prior to graduation.…”

“…Yet they were only able to reply from the context of “therapeutics”. The need for training on pharmacist prescribing for contraception [ 21 ] or the confidence students have in providing evidence-based answers to clinical questions [ 19 ] (by way of other examples) was left off the table. The same could be said for pharmaceutical sciences, where pharmaceutics might be deemed by some as more relevant than medicinal chemistry.…”

From education to practice—2024 update: An opinion paper of the Drug Information Practice and Research Network of the American College of Clinical Pharmacy

“…Studies have shown the benefits of reinforcing DI competencies to facilitate student retention of core DI skills, increase confidence, and understand its routine real‐world applications 13–16 . In addition, DI skills may be incorporated into simulations and EBM topics, as well as incorporated into longitudinal courses 11,12,17–19 . Intentional incorporation of literature evaluation skills as an APPE‐readiness assessment has been used to ensure students demonstrate mastery prior to entering APPEs 21,22 .…”

“…Delivery of dedicated DI-focused courses along with DI concepts integrated throughout other courses are the most common formats in schools of pharmacy in the United States. 9,10 Integration of DI content into the curriculum can be achieved through various approaches, including offering a dedicated DI course, incorporating DI components into existing courses or labs (such as combining literature evaluation, patient cases, and simulated interprofessional discussions), utilizing Objective Structured Clinical Examination scenarios, providing DI electives, integrating DI into co-curricular activities, incorporating DI into experiential rotations, conducting advanced pharmacy practice experiences (APPE) readiness assessments, and implementing a longi-tudinal framework that spans across the curriculum [11][12][13][14][15][16][17][18][19].…”

Perceptions of European students' representative associations about clinical pharmacy undergraduate education

“…The possibility of expressing opinions allows students to be involved from the beginning of the learning process and provide feedback to their supervisors on educational matters (Banneheke et al, 2017). Student motivation and attitudes towards learning in the context of clinical pharmacy can be developed during studies and usually improve from baseline to graduation as a natural development of skills and experiences acquired during pharmacy studies (Margolis et al, 2020).…”