Assessing the utility of pre-course assessment and voluntary pre-work in two required integrated pharmacotherapy courses.

BACKGROUND AND PURPOSE: Self-assessment and self-learning are essential skills for student pharmacists. Data demonstrating the association between these skills in pharmacy courses are limited. The aim of this study was to evaluate the impact of providing pre-course review and administering a pre-course assessment on performance in two required integrated pharmacotherapy (IP) courses - IP: Pulmonology and IP: Cardiology. EDUCATIONAL ACTIVITY AND SETTING: This study included second-year student pharmacists enrolled in fall semester IP: Pulmonology and IP: Cardiology from 2019 to 2021. Voluntary pre-course review materials and pre-course assessments were added in fall 2021. Overall course grades and examination scores between each year were analyzed. Student perceptions of the pre-course assessment were also captured. FINDINGS: Of the 454 students analyzed, there was no difference in median overall IP: Pulmonology grades (85.93%, 86.67%, 86.29%; P = .63) or IP: Cardiology grades (80.25%, 78.3%, 79.96%; P = .41) for 2019, 2020, and 2021, respectively. IP: Pulmonology Exam 1 scores were statistically higher in 2021. For IP: Cardiology, Exam 1 and Final Exam scores were statistically higher in 2020 compared to 2019 and Exam 3 scores were significantly higher in 2021 than 2019. Pre-course assessment scores had a statistically significant, positive association with overall course grade. Half of the students surveyed agreed that completing the course prep work was an effective approach to learning. SUMMARY: Although overall course grades did not differ between years, pre-course assessment scores correlated with overall course grade. Thus, voluntary pre-course assessments could provide early identification of poor performance.

Impact of an electronic-based assessment on student pharmacist performance in a required therapeutics course.

INTRODUCTION: The use of technology in the classroom has continued to grow, and with the advancement of classroom management systems and online exam software, there are opportunities to administer exams electronically. This study assessed the impact of electronic-based assessments on examination scores in a required therapeutics course. METHODS: This was a retrospective, single-centered, observational study including second professional year pharmacy students enrolled in a required, one semester therapeutics course. Four assessments were administered each semester. Lecture content and exam format, a mixture of multiple-choice questions and free response written cases, did not differ significantly between years. Assessments administered during the first two years were printed on paper, while assessments administered during the third and fourth year of the study were all electronic, submitted through a classroom management system. Following institutional review board approval, the change in mean overall examination scores between paper and electronic-based assessments were analyzed. RESULTS: Of the 948 students enrolled in this study, there was no difference in overall mean scores between paper and electronic-based assessments (74.8% vs. 73.8%). In addition, there was no difference in mean examination scores between overall individual paper and electronic Exam 1 through 4 or overall multiple-choice or free response scores between paper and electronic-based assessments. CONCLUSIONS: Scores did not differ between paper and electronic-based assessments. From this study, test method does not appear to impact exam results.

Diabetes Outcomes: Comparison of Patient Assistance Programs to 340B Drug Pricing.

BACKGROUND: Patient assistance programs (PAPs) or obtaining 340B drug pricing offers a means of providing medications at low cost. The purpose of this study was to determine whether primary care patients who receive insulin from PAPs have an improved change in A1C, compared to 340B patients. METHODS: This was a retrospective study of primary care patients who obtained insulin therapy through a PAP or 340B between June 1, 2012, and June 1, 2013. RESULTS: The baseline and change in A1C for PAP patients was similar to 340B patients (10.3% vs. 9.3%) (-0.52 ±2.67 vs. -0.3 ±2.32, p=.66). Baseline and changes in SCr (1.0 vs. 0.99) (0.08 ±0.26 vs. 0.08 ±0.40, p=.93) and BMI (34.0 vs. 33.9) (0.15 ±2.29 vs. 0.10 ±2.16, p=.89) were also similar. PDC values averaged 0.74 in PAP patients, and 0.72 in 340B patients (p=.93). CONCLUSION: This study may serve as a platform for future research.

Incorporating an internet-based voicemail drug information assessment in an introductory pharmacy practice course.

OBJECTIVES: To examine the implementation and student perceptions of an innovative verbal drug information assessment. DESIGN: The drug information assignment in an introductory pharmacy practice course was redesigned and an assessment of a verbal response to a drug information request was added with the use of an internet-based voicemail (IBVM) system. ASSESSMENT: Students performed well on both the verbal vs. written assessments. Most students strongly agreed or agreed that completing both assignments was a valuable experience; however, more students agreed that the verbal assignment was useful (90% vs. 83%). More students agreed that the verbal assignment helped prepare them as a pharmacist (97% vs. 85%) and that the verbal assignment increased their confidence (82% vs. 78%). Student comments echoed these results; additionally, many indicated that the verbal assessment was realistic. CONCLUSION: The IBVM assessment was successful, user-friendly, and this mode of assessment may be useful in other courses.