Introduction

The goal of this initiative was to provide a meaningful introductory pharmacy practice experience (IPPE) to third-year students when opportunities for direct patient interaction are limited.

Methods

A single, pretest/posttest quasi-experiment was used to evaluate the impact of a structured pharmacy-based education series (intervention 1) and an interprofessional simulation (intervention 2) during combined internal medicine (IM) and infectious diseases (ID) IPPEs. Intervention 1 consisted of five, three-part pharmacy-based educational sessions, while intervention 2 consisted of an interprofessional simulated rounding experience. Pre- and post-rotation examinations were given to evaluate the impact of the interventions on student knowledge. Confidence was measured in 11 or 12-question pre- and post-surveys using a four-point Likert scale: strongly disagree, disagree, agree, strongly agree.

Results

Thirty-six students (30 in intervention 1 and six in intervention 2) were included. In intervention 1, there was a 19% improvement in IM knowledge (45% vs. 64%) and 10% improvement in ID knowledge (40% vs. 50%). In intervention 2, there was a significant improvement in both IM (30% vs. 40%) and ID (50% vs. 65%) and knowledge questions (10% and 15% improvements, respectively). In both interventions, most students reported increased confidence.

Conclusions

Knowledge and confidence improved in both intervention groups, demonstrating that there are ways to enhance IPPEs without direct patient interaction.

中文翻译：

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加强介绍性药学实践经验的活动

介绍

该计划的目标是在与患者直接互动的机会有限的情况下，为三年级学生提供有意义的介绍性药学实践体验 (IPPE)。

方法

使用单一的前测/后测准实验来评估基于药学的结构化教育系列（干预 1）和跨专业模拟（干预 2）在结合内科 (IM) 和传染病 (ID) IPPE 期间的影响。干预 1 包括五个、三部分的基于药学的教育课程，而干预 2 包括跨专业的模拟四舍五入体验。进行了轮换前和轮换后的检查，以评估干预措施对学生知识的影响。信心是在 11 或 12 个问题的调查前和调查后使用四点李克特量表来衡量的：非常不同意、不同意、同意、非常同意。

结果

包括 36 名学生（干预 1 中的 30 名和干预 2 中的 6 名）。在干预 1 中，IM 知识提高了 19%（45% 对 64%），ID 知识提高了 10%（40% 对 50%）。在干预 2 中，IM（30% 对 40%）和 ID（50% 对 65%）和知识问题（分别提高 10% 和 15%）都有显着改善。在这两种干预措施中，大多数学生都表示信心增强。

结论

两个干预组的知识和信心都得到了提高，这表明有多种方法可以在不与患者直接互动的情况下增强 IPPE。