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Utilizing desirable difficulties for sterile compounding training in a skills-based laboratory course
Beth Diehl1, Eliza A Dy-Boarman1, Michelle M Bottenberg1
1Department of Clinical Sciences, Drake University College of Pharmacy and Health Sciences, 2507 University Avenue, Des Moines, IA 50311-4505, United States.
Currents in Pharmacy Teaching & Learning
|May 26, 2018
Summary
Introducing challenges in sterile compounding education significantly boosted student confidence. This approach, using desirable difficulties, enhanced learning and preparedness for real-world pharmacy practice.
Area of Science:
- Pharmacy Education
- Pedagogical Strategies
- Skills Training
Background:
- Sterile compounding is a core pharmacy curriculum component.
- The theory of desirable difficulties, proven in other fields, has not been applied to pharmacy sterile compounding.
- This study explores its application in enhancing student competency.
Purpose of the Study:
- To evaluate if introducing challenges in sterile compounding acts as desirable difficulties.
- To determine if these challenges increase student confidence in sterile compounding competency.
Main Methods:
- Fourth-semester pharmacy students participated in a laboratory-based skills course.
- Students encountered challenges during sterile compounding activities.
- A questionnaire assessed their confidence and experiences.
Main Results:
- 92.8% of students reported increased confidence in sterile compounding skills.
- Student feedback indicated knowledge gained was primarily strategic.
- The activity successfully boosted confidence in handling sterile products.
Conclusions:
- The desirable difficulties approach positively impacted student confidence.
- Instructors plan to continue using this method and explore its application in other skills.
- Incorporating real-world challenges enhances pharmacy student learning and confidence.
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