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Implementation of a Clinical Problem-Solving Course for Students Challenged by Early Pharmacy Curriculum.

Anastasia Rivkin1, Shreya Patel1

  • 1Fairleigh Dickinson University School of Pharmacy and Health Sciences, Florham Park, NJ, USA.

American Journal of Pharmaceutical Education
|June 14, 2023
PubMed
Summary
This summary is machine-generated.

A new clinical decision-making course significantly improved pharmacy students' ability to identify drug-related problems. This intervention enhanced problem-solving skills, crucial for patient care and academic success.

Keywords:
Academic supportClinical decision-makingCritical thinkingPharmacy educationProblem-solving

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Area of Science:

  • Pharmacy Education
  • Clinical Skills Development
  • Drug Therapy Management

Background:

  • Academic challenges in foundational pharmacy courses can hinder students' ability to manage drug-related problems.
  • A systematic approach to problem-solving is essential for competent pharmacy practice.

Purpose of the Study:

  • To evaluate the effectiveness of a dedicated clinical decision-making and problem-solving course.
  • To improve the identification and resolution of drug-related problems for academically challenged students.

Main Methods:

  • A specialized course was developed for students with grades of C or lower in core first-year pharmacy courses.
  • Student performance was compared to a control group using course assessments, pre-Advanced Pharmacy Practice Experience (APPE) competencies, and the Pharmacy Curriculum Outcomes Assessment.

Main Results:

  • The course led to a significant improvement in identifying drug-related problems (96% pass rate vs. 30% in a historic cohort).
  • Student performance on case-based questions related to problem-solving exceeded internal benchmarks by 13.72%.
  • No significant impact was observed on the Pharmacy Curriculum Outcomes Assessment.

Conclusions:

  • The course successfully enhanced students' problem-solving and clinical decision-making skills.
  • Improved performance on course assessments and pre-APPE competency indicates greater readiness for drug-related problem identification.