Optimizing short-term in-class process evaluation: analyzing the effectiveness of teaching interventions in...

Area of Science:

• Pharmaceutical education
• Clinical pharmacy practice
• Drug-related problem assessment

Background:

• Assessing teaching interventions for the Pharmaceutical Care Network Europe (PCNE) Classification System is vital.
• PCNE system integration in undergraduate teaching is limited in regions like China.
• The PCNE system is recognized for addressing drug-related problems in clinical pharmacy.

Purpose of the Study:

• To evaluate the effectiveness of teaching interventions in improving students' understanding of the PCNE Classification System.
• To assess the impact of lectures, case analyses, and practical implementation on PCNE system comprehension.
• To validate the reliability and validity of questionnaire-based understanding assessments.

Main Methods:

• Undergraduate pharmacy students attended lectures, case analyses, and practical implementation sessions on the PCNE system.
• Student understanding was assessed using time-course questionnaires.
• Repeated Measures Analysis (RMA) and Pearson correlation analysis were employed to evaluate changes in understanding and its relationship with usability.

Main Results:

• RMA demonstrated significant time effects, confirming the effectiveness of all three teaching interventions (p < 0.001).
• Understanding levels showed significant positive correlations with the usability and likelihood of using the PCNE system.
• Homework scores provided external validation for the questionnaire's accuracy.

Conclusions:

• RMA confirmed the positive impact of teaching interventions on students' understanding of the PCNE Classification System.
• The study affirmed the effectiveness of lectures, case analyses, and practical implementation.
• RMA mitigated potential errors from traditional statistical methods, ensuring a more accurate assessment.