Design and evaluation of an application-based pharmaceutical calculations review module

To describe the design of an application-based calculations review module, determine retention of skills learned in a calculations course, determine student ability to identify information necessary to solve calculations, and evaluate student perceptions.

Three student cohorts completed the calculations application-based review module. All students passed a required pharmaceutical calculations course previously (17 months prior for Cohort 1 and nine months prior for Cohorts 2 and 3). The activity included seven themed stations each with three questions. Each question was categorized by calculation type. Students utilized stock bottles and patient chart information to solve problems. For select stations, necessary information was missing, and students had to request it. Each student completed an activity evaluation form.

Two hundred ninety students completed the module (90, 102, and 98 in Cohorts 1, 2, and 3, respectively). Two hundred eighty students (97%) completed the activity assessment form. The overall average score was 85.1%, which did not differ significantly among the cohorts. Cohort 1 performed significantly lower on dosage, unit conversion, ratio, and milliosmole calculations. Almost all (96.4%) students agreed the activity reinforced lecture material, and 90% agreed the activity improved their ability to perform in future pharmacy practice. Participating students scored significantly higher on a pre-graduation math skills assessment.

Some calculation types, such as dosage, unit conversion, ratio, and milliosmoles may warrant more closely spaced reinforcement activities in the curriculum. Inclusion of the review module was associated with increased knowledge retention.