Medical Literature Evaluation Education at US Schools of Pharmacy

Abstract

Objective. To determine how medical literature evaluation (MLE) is being taught across the United States and to summarize methods for teaching and assessing MLE.Methods. An 18-question survey was administered to faculty members whose primary responsibility was teaching MLE at schools and colleges of pharmacy. Results. Responses were received from 90 (71%) US schools of pharmacy. The most common method of integrating MLE into the curriculum was as a stand-alone course (49%). The most common placement was during the second professional year (43%) or integrated throughout the curriculum (25%). The majority (77%) of schools used a team-based approach. The use of active-learning strategies was common as was the use of multiple methods of evaluation. Responses varied regarding what role the course director played in incorporating MLE into advanced pharmacy practice experiences (APPEs). Conclusion. There is a trend toward incorporating MLE education components throughout the pre-APPE curriculum and placement of literature review/evaluation exercises into therapeutics practice skills laboratories to help students see how this skill integrates into other patient care skills. Several pre-APPE educational standards for MLE education exist, including journal club activities, a teambased approach to teaching and evaluation, and use of active-learning techniques.

Implementation and Evaluation of Near-Peer Facilitated Journal Club Activities in a Required MLE Course Series

“…2,[4][5][6][7][8][9] In a 2016 study that examined how medical literature evaluation (MLE) is taught, journal club was the most common active learning method at 68%, which is more than double the rate from a 2006 study. 5,7 Common, however, does not translate into frequent, as the most common frequency of journal club activities reported was only one or two per course.…”

“…2,[4][5][6][7][8][9] In a 2016 study that examined how medical literature evaluation (MLE) is taught, journal club was the most common active learning method at 68%, which is more than double the rate from a 2006 study. 5,7 Common, however, does not translate into frequent, as the most common frequency of journal club activities reported was only one or two per course. 5,8,9 While the literature provides no specific recommendation on a number of additional journal club activities, it does make clear that this low frequency is inconsistent with experts' recommendations to increase literature evaluation practice opportunities.…”

“…5,7 Common, however, does not translate into frequent, as the most common frequency of journal club activities reported was only one or two per course. 5,8,9 While the literature provides no specific recommendation on a number of additional journal club activities, it does make clear that this low frequency is inconsistent with experts' recommendations to increase literature evaluation practice opportunities. 6 To increase journal club activities in a large, required MLE course series, logistical barriers, including personnel needs, must be minimized.…”

A Longitudinal Evidence-Based Medicine Curriculum and Its Impact on the Attitudes and Perceptions of Student Pharmacists

“…33 ( [28][29][30][31][32][33][34][35][36] However, only one study examined the impact of a longitudinal EBM curriculum, and we previously reported our experience with integrating EBM into a didactic pharmacoeconomics course assignment. 37,38 Because little is known about the attitudes and perceptions of student pharmacists towards EBM, our objective was to describe our longitudinal EBM curriculum and to evaluate these aspects among student pharmacists after exposure to an EBM course that uses interactive pedagogical methods, along with a longitudinal EBM curriculum.…”

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

“…Of these respondents, 43% taught literature evaluation in the second professional year while only 25% integrated it throughout the curriculum. 16 In addition to taking a longitudinal approach, in this initiative faculty broadened their philosophy from teaching drug information and literature evaluation to teaching the comprehensive process of EBM using the EBM Framework --Ask, Acquire, Appraise, and Apply. Based on this philosophy, faculty transformed a stand-alone course into an integrated, longitudinal sequence in the core curriculum that used evidence-based teaching strategies.…”