Impact of a co-curricular, e-learning activity on pharmacy student knowledge of laboratory values

Pharmacists are increasingly taking on roles that require interpretation of laboratory values. We sought to assess the impact of a co-curricular, e-learning activity on pharmacy student knowledge of laboratory values.

We implemented a co-curricular, e-learning activity during the 2015-2016 academic year at the South Carolina College of Pharmacy. While students in all professional years could participate, the activity was required for those in their third professional year (P3). The activity consisted of a two-hour recorded lesson and accompanying handout. We administered a pre-assessment consisting of 10 multiple-choice questions, followed by a post-assessment comprised of 20 questions, including the 10 questions from the pre-assessment. Mean scores on these 10 questions were compared before and after the activity.

Two hundred and thirty-five students completed the activity. Mean pre-assessment scores numerically increased as year of study increased; ranging from 65.0% to 93.4%. Compared to mean pre-assessment scores for all students, mean post-assessment scores were higher (82.2% vs. 94.3%, p < 0.001). When pre- and post-assessment scores were evaluated by year of study, significant improvements in post-assessment scores were observed for all groups (p ≤ 0.009).

Following the completion of a co-curricular, e-learning activity designed to provide instruction on laboratory values for pharmacy students, increases in mean post-assessment scores were observed. Applicability of our results is reduced for students outside of the P3 year.