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Aseptic Laboratory Techniques: Volume Transfers with Serological Pipettes and Micropipettors
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"Practice makes perfect" strategy for teaching aseptic techniques improved observational scores but not preparation
Sarah K Mislan1, Ellen B Wright2, Robert P Shrewsbury3
1Clinical Design Hub, Eli Lilly and Company, Lilly Corporate Center, Indianapolis, IN 46285, United States.
Currents in Pharmacy Teaching & Learning
|December 13, 2021
Summary
The "practice makes perfect" model improved student aseptic technique observations but did not consistently improve the potency of compounded sterile preparations. Further investigation into analytical methods or observational assessments is needed.
Area of Science:
- Pharmacy education
- Sterile compounding
Background:
- Student-compounded sterile preparations are assessed via observational scores and potency testing.
- Previous studies indicated a disconnect between high observational scores and preparation potency.
Purpose of the Study:
- To evaluate the effectiveness of a
- practice makes perfect
- teaching model on student sterile compounding skills.
- To compare outcomes with a prior study.
Main Methods:
- First-year pharmacy students received enhanced practice and individualized instruction in aseptic techniques.
- Three compounding assessments were conducted with comparisons of observational scores and potency results.
Main Results:
- The
- practice makes perfect
- model improved observational scores.
- Results for preparation potency and the percentage of students achieving acceptable potency were inconsistent.
- No correlation was found between observational scores and potency outcomes.
Conclusions:
- The teaching model's impact on preparation potency requires further examination.
- Potential issues lie in the analytical potency protocol or the adequacy of observational assessments.
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