Assessing pharmacy students drug information skills and perceptions using the critically appraised topic approach

Area of Science:

• Pharmacy Education
• Drug Information Science
• Evidence-Based Medicine

Background:

• Drug information (DI) competence is crucial for applying evidence-based medicine (EBM) principles.
• Concerns exist regarding the adequacy of DI preparation within pharmacy curricula.
• This study details a team project using the critically appraised topic (CAT) approach in a DI course.

Purpose of the Study:

• To develop, implement, and evaluate a team-based project using the CAT approach.
• To assess student abilities and skills in DI and EBM principles.
• To measure changes in student self-efficacy regarding DI processes.

Main Methods:

• Twenty-six student teams were assigned drug information requests.
• Projects were evaluated using a grading rubric based on the EBM Critical Presentation Evaluation Tool.
• Student self-efficacy in DI processes was assessed using pre- and post-class surveys.

Main Results:

• Teams achieved a mean project score of 86% (43/50 points).
• Significant gains in confidence were reported for MEDLINE searching, source citation, and further information seeking (P < .001).
• Most students reported positive team collaboration and satisfaction with group interactions.

Conclusions:

• Team creation of DI responses via CATs is an effective method for teaching and assessing DI skills.
• This approach enhances DI competency in a didactic setting.
• Fostering DI skills prepares pharmacy students for evidence-based practice.