Problem-based learning case studies: Delivery of an educational method and perceptions at two schools of pharmacy in Italy.

BACKGROUND AND PURPOSE: Problem-based learning (PBL) case studies are not currently offered in the pharmacy school curriculum in Italy. This study sought to assess the perceptions of a PBL case study activity delivered at two pharmacy schools in Italy. EDUCATIONAL ACTIVITY AND SETTING: A total of 64 pharmacy students and three pharmacy faculty from Italy participated in the live PBL activity. They collaborated on teams with pharmacy students from the United States to discuss a patient case and prepare drug therapy recommendations. A cross-sectional survey was performed to assess the Italian participants' perceptions before and after partaking in the PBL activity. FINDINGS: Results from the survey utilizing a five-point Likert-type scale (1 = strongly disagree to 5 = strongly agree) demonstrated that students and faculty from both pharmacy schools in Italy perceived the value in applying information learned in PBL to their current or future practices (4.48 ± 0.79) and in collaborating with a team to improve patient care (4.66 ± 0.79). In addition, the vast majority (93%) of participants agreed or strongly agreed that they would be interested in continuing to participate in PBL in the future. SUMMARY: Students and faculty at two pharmacy schools in Italy found the delivery of a PBL exercise to be beneficial for their professional development. This may suggest an opportunity for pharmacy schools in Italy to add the PBL case-based teaching method into their curriculum.

A novel and comprehensive design of mock residency interviews for fourth-professional year doctor of pharmacy students.

BACKGROUND AND PURPOSE: To describe a comprehensive design of mock residency interviews intended to closely mimic the environment and variety of interview settings commonly seen in post-graduate year 1 (PGY-1) interviews. EDUCATIONAL ACTIVITY AND SETTING: Mock interviews were held during one evening where a total of 24 fourth-professional year doctor of pharmacy students each experienced seven different interview scenarios over the course of nearly three hours. Twenty-seven faculty members and pharmacists and 11 current pharmacy residents participated as interviewers. Students received individual written feedback after the conclusion of the event. FINDINGS: Duquesne University School of Pharmacy has successfully hosted this residency mock interview program for four consecutive years. After establishing a basic template for the interview format, we have been able to include more students, more interviewers, and a greater variety of interview scenarios. SUMMARY: This comprehensive approach to mock residency interviews has been successfully implemented to help prepare students at Duquesne University School of Pharmacy for PGY-1 residency interviews.