Mary E Fredrickson, Anna Nogid, Sharon Wu, Apryl N Peddi, Rachel Whitney, Melissa Gratz, Jennifer N Wisniewski
{"title":"卫生专业教学中药物计算教学与评估策略的范围回顾。","authors":"Mary E Fredrickson, Anna Nogid, Sharon Wu, Apryl N Peddi, Rachel Whitney, Melissa Gratz, Jennifer N Wisniewski","doi":"10.1016/j.ajpe.2025.101430","DOIUrl":null,"url":null,"abstract":"<p><strong>Introduction: </strong>Proficiency in pharmaceutical calculations is an essential and fundamental skill for healthcare professionals, as medication dosing and dispensing errors can result in serious patient harm. Despite this importance, research suggests many health professions education (HPE) students face challenges in mastering these concepts. This scoping review aims to explore the available literature on pharmaceutical calculations teaching and assessment strategies within HPE.</p><p><strong>Methods: </strong>A comprehensive search was conducted in PubMed, Scopus, ERIC, and CINAHL Complete. Full-text research articles were included if they involved HPE students, discussed pharmaceutical calculations in the didactic curriculum, and were available in English. Results were reported using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR).</p><p><strong>Results: </strong>Seventy-three articles met inclusion criteria, with the majority being quasi-experimental studies. Of the studies, 57.5% involved student nurses and 35.6% involved student pharmacists. Teaching strategies varied, with problem-solving approaches, simulation, and online learning being the most common. Examinations were the most common assessment strategy. Competency was assessed in 33% of the studies, with thresholds ranging from 70-100%.</p><p><strong>Conclusion: </strong>While pharmaceutical calculations education remains a crucial component of HPE curricula, this review found a lack of robust evidence supporting either teaching or assessment interventions to improve learning outcomes. Additional research is needed to determine the comparative effectiveness of various teaching and assessment strategies for pharmaceutical calculations.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101430"},"PeriodicalIF":3.8000,"publicationDate":"2025-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"A Scoping Review of Teaching and Assessment Strategies for Pharmaceutical Calculations in Health Professions Education.\",\"authors\":\"Mary E Fredrickson, Anna Nogid, Sharon Wu, Apryl N Peddi, Rachel Whitney, Melissa Gratz, Jennifer N Wisniewski\",\"doi\":\"10.1016/j.ajpe.2025.101430\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Introduction: </strong>Proficiency in pharmaceutical calculations is an essential and fundamental skill for healthcare professionals, as medication dosing and dispensing errors can result in serious patient harm. Despite this importance, research suggests many health professions education (HPE) students face challenges in mastering these concepts. This scoping review aims to explore the available literature on pharmaceutical calculations teaching and assessment strategies within HPE.</p><p><strong>Methods: </strong>A comprehensive search was conducted in PubMed, Scopus, ERIC, and CINAHL Complete. Full-text research articles were included if they involved HPE students, discussed pharmaceutical calculations in the didactic curriculum, and were available in English. Results were reported using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR).</p><p><strong>Results: </strong>Seventy-three articles met inclusion criteria, with the majority being quasi-experimental studies. Of the studies, 57.5% involved student nurses and 35.6% involved student pharmacists. Teaching strategies varied, with problem-solving approaches, simulation, and online learning being the most common. Examinations were the most common assessment strategy. Competency was assessed in 33% of the studies, with thresholds ranging from 70-100%.</p><p><strong>Conclusion: </strong>While pharmaceutical calculations education remains a crucial component of HPE curricula, this review found a lack of robust evidence supporting either teaching or assessment interventions to improve learning outcomes. Additional research is needed to determine the comparative effectiveness of various teaching and assessment strategies for pharmaceutical calculations.</p>\",\"PeriodicalId\":55530,\"journal\":{\"name\":\"American Journal of Pharmaceutical Education\",\"volume\":\" \",\"pages\":\"101430\"},\"PeriodicalIF\":3.8000,\"publicationDate\":\"2025-06-06\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"American Journal of Pharmaceutical Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1016/j.ajpe.2025.101430\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION, SCIENTIFIC DISCIPLINES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"American Journal of Pharmaceutical Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1016/j.ajpe.2025.101430","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
A Scoping Review of Teaching and Assessment Strategies for Pharmaceutical Calculations in Health Professions Education.
Introduction: Proficiency in pharmaceutical calculations is an essential and fundamental skill for healthcare professionals, as medication dosing and dispensing errors can result in serious patient harm. Despite this importance, research suggests many health professions education (HPE) students face challenges in mastering these concepts. This scoping review aims to explore the available literature on pharmaceutical calculations teaching and assessment strategies within HPE.
Methods: A comprehensive search was conducted in PubMed, Scopus, ERIC, and CINAHL Complete. Full-text research articles were included if they involved HPE students, discussed pharmaceutical calculations in the didactic curriculum, and were available in English. Results were reported using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR).
Results: Seventy-three articles met inclusion criteria, with the majority being quasi-experimental studies. Of the studies, 57.5% involved student nurses and 35.6% involved student pharmacists. Teaching strategies varied, with problem-solving approaches, simulation, and online learning being the most common. Examinations were the most common assessment strategy. Competency was assessed in 33% of the studies, with thresholds ranging from 70-100%.
Conclusion: While pharmaceutical calculations education remains a crucial component of HPE curricula, this review found a lack of robust evidence supporting either teaching or assessment interventions to improve learning outcomes. Additional research is needed to determine the comparative effectiveness of various teaching and assessment strategies for pharmaceutical calculations.
期刊介绍：
The Journal accepts unsolicited manuscripts that have not been published and are not under consideration for publication elsewhere. The Journal only considers material related to pharmaceutical education for publication. Authors must prepare manuscripts to conform to the Journal style (Author Instructions). All manuscripts are subject to peer review and approval by the editor prior to acceptance for publication. Reviewers are assigned by the editor with the advice of the editorial board as needed. Manuscripts are submitted and processed online (Submit a Manuscript) using Editorial Manager, an online manuscript tracking system that facilitates communication between the editorial office, editor, associate editors, reviewers, and authors.
After a manuscript is accepted, it is scheduled for publication in an upcoming issue of the Journal. All manuscripts are formatted and copyedited, and returned to the author for review and approval of the changes. Approximately 2 weeks prior to publication, the author receives an electronic proof of the article for final review and approval. Authors are not assessed page charges for publication.
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