Background and purpose

Competence in drug information (DI) skills fosters the application of evidence-based medicine (EBM) principles. However, concern exists about whether there is adequate DI preparation in curricula. This report describes the development, implementation, and evaluation of a team project utilizing the critically appraised topic (CAT) approach in a DI course.

Educational activity and setting

To assess abilities and skills in DI and EBM principles, student teams (N = 26) were assigned DI requests. A grading rubric based on the validated EBM Critical Presentation Evaluation Tool was used to evaluate each team's project. As a secondary measure, students completed pre-and post-class self-efficacy assessments describing their confidence in DI processes.

Findings

Twenty-six team posters were submitted with a mean project rubric score of 43 out of 50 points (86%). One hundred one of 172 students (59% response rate) completed the pre- and post-self-efficacy surveys, and results revealed gains in confidence for MEDLINE searching skills, properly citing sources, and knowing where to go next if the answer could not be found in a tertiary resource (all P < .001). The majority of respondents noted their teams collaborated to achieve project goals, actively participated, were open and accepting of others' ideas, and were satisfied with group interactions.

Summary

Student team creation of DI responses via CATs are an innovative way to introduce, measure, and enhance DI skills in a didactic classroom setting. Fostering DI skills prepares pharmacy students for evidenced-based pharmacy practice.

中文翻译：

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使用批判性评估主题方法评估药学学生药物信息技能和认知

背景和目的

药物信息 (DI) 技能的能力促进循证医学 (EBM) 原则的应用。然而，人们担心课程中是否有足够的 DI 准备。本报告描述了在 DI 课程中使用批判性评估主题 (CAT) 方法的团队项目的开发、实施和评估。

教育活动和环境

为了评估 DI 和 EBM 原则的能力和技能，学生团队 ( N = 26) 被分配了 DI 请求。基于经过验证的 EBM 关键演示评估工具的评分标准用于评估每个团队的项目。作为次要措施，学生完成了课前和课后自我效能评估，描述了他们对 DI 过程的信心。

发现

提交了 26 份团队海报，平均项目评分为 43 分，总分为 50 分 (86%)。172 名学生中有 101 名（59% 的回应率）完成了前后自我效能调查，结果显示他们对 MEDLINE 搜索技能的信心增加，正确引用来源，如果答案不知道下一步该去哪里在第三资源中发现（所有P < .001）。大多数受访者表示，他们的团队合作实现项目目标，积极参与，开放并接受他人的想法，并对团队互动感到满意。

概括

学生团队通过 CAT 创建 DI 响应是在教学课堂环境中引入、衡量和增强 DI 技能的创新方式。培养 DI 技能使药学学生为循证药学实践做好准备。