Incorporation of formalized literature evaluation assignments into PharmD curriculum and the impact on readiness for advanced pharmacy practice experiences and course outcomes

Abstract

Introduction

Literature evaluation and the ability to present journal clubs must be introduced and utilized in professional education prior to Advanced Pharmacy Practice Experiences (APPEs) to build upon critical thinking. The primary objective of this study was to evaluate the impact of formalized literature evaluation assignments on student perceptions of their readiness for APPEs.

Methods

A series of six literature evaluation assignments were implemented in the third professional year. This single group, pretest, multiple posttest study used an anonymous survey to ask students questions pertaining to self-perceived knowledge, confidence, and preparedness in literature evaluation skills prior to APPE rotations. Aggregate scores for the combined assignments were compared between the fall and spring semesters.

Results

In total, 93 students were enrolled pre-activity, and 90 students were enrolled post-activity. Twenty-five students completed surveys at both time points and were able to be matched for comparison. Students' self-perceived knowledge and confidence in literature retrieval and evaluation from baseline to time point two increased (2.8 to 4.2) on a scale of 1 to 5. Self-perceived abilities in communication also increased. Average assignment scores increased between semesters (87.5 % vs. 95.3 %), and there were fewer scores less than 80 % (13 vs. 2) during the second semester.

Conclusion

The formalized literature evaluation assignments in this course series improved student performance on these assignments over the year-long course and increased perceptions of APPE readiness. Experiences such as these can continue to be implemented and investigated further to increase critical thinking within the curriculum at schools and colleges of pharmacy.