Teaching Independent Decision-Making Through a Computer-Based Drug Utilization Review Simulation.

Autor:	Peddi AN; Department of Pharmacotherapy & Outcomes Science, Virginia Commonwealth University School of Pharmacy, Richmond, VA, USA., Eukel HN; Department of Pharmacy Practice, North Dakota State University School of Pharmacy, Fargo, ND, USA., Meyer BA; Department of Pharmacy Practice, South Dakota State University College of Pharmacy & Allied Health Professions, Brookings, SD, USA., Caldas LM; Department of Pharmacotherapy & Outcomes Science, Virginia Commonwealth University School of Pharmacy, Richmond, VA, USA.
Jazyk:	angličtina
Zdroj:	The Journal of pharmacy technology : jPT : official publication of the Association of Pharmacy Technicians [J Pharm Technol] 2023 Aug; Vol. 39 (4), pp. 164-171. Date of Electronic Publication: 2023 Jun 19.
DOI:	10.1177/87551225231179327
Abstrakt:	Background: Drug utilization review (DUR) skills are important for pharmacists across all settings. Computer-based DUR simulations to teach student pharmacists are currently scarce. This article describes a computer-based DUR simulation that required limited faculty and financial resources and was implemented in collaboration among 3 institutions. Objective: To describe the innovation of a computer-based DUR simulation and its impact on pharmacy students' knowledge and confidence of DUR skills. Methods: This pre-post educational study assessed a computer-based DUR simulation that replicated the DUR process in dispensing systems. First- and third-year pharmacy students at 3 institutions were guided through simulated patient cases with various medication-related problems. The self-paced activity provided students with immediate, formative feedback and rationale for each option after an attempt was made in lieu of faculty intervention. Students completed pre-and post-assessments to evaluate changes in knowledge and confidence. Knowledge was assessed by comparing results of multiple choice and matching questions on the pre- and post-assessments. Confidence was assessed by the change in self-reported confidence scale measurements. Results: Students at all institutions (N = 405) had nonsignificant changes in knowledge scores from the pre-assessment to the post-assessment, with the exception of 1 question. All confidence survey questions significantly improved from pre- to post-assessment. Conclusion: The DUR educational innovation had a nonsignificant overall impact on students' knowledge but significantly improved confidence in their abilities. Skills-based instruction provides additional practice to increase student confidence. Competing Interests: The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article. (© The Author(s) 2023.)
Databáze:	MEDLINE
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