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Abstract

Drug Monograph Project as an Effective Active Learning Exercise in a Drug Information Course

Background: Ability to critically analyze health sciences literature and accurately communicate evidence-based therapeutic recommendations is a competency essential for successful professional performance. The objective of this study was to assess the effectiveness of a drug monograph project (DMP) in preparing pharmacy students for formulary activities in the setting of a simulated health system P&T committee meeting in a drug information course.

Methods and findings: Effectiveness of the exercise was assessed through a-9-item student perception survey and 5 knowledge-based multiple-choice questions (MCQ) designed by the authors of this study and based on the course and DMP objectives. Both assessments were administered before and after the DMP. Fifty-nine students (69.4%) responded to the pre-DMP survey, and 77 students (90.5%) completed the post-DMP survey.The results of the post-DMP student perception survey showed statistically significant increase in mean scores for all nine survey questions. The response rate for the pre-DMP knowledge assessment was 65.9% and 91.7% post. The post-DMP knowledge scores were significantly higher on 4 of 5 items. Overall, post-DMP student feedback was positive. Students commented on the practical value of the DMP in creating drug monographs, increased understanding of the role of a P&T committee, and working as a team.

Conclusion: This study demonstrated the effectiveness of a drug monograph project as an active learning exercise on pharmacy students preparedness for formulary activities. A significant improvement in students’ readiness was observed. Drug monograph projects should be incorporated into drug information courses as an essential component.


Author(s): Julie Kalabalik, Anna Dushenkov and Rachel Rivera

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