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Pharmacy Technician Math Proficiency: Barriers and Improvements Through a Focused Continuing Education Activity
John J Arnold1, Michael G Kendrach1
1McWhorter School of Pharmacy, Samford University, Birmingham, AL, USA.
Summary
Pharmacy technicians showed low confidence and reliance on memorization for pharmaceutical calculations. A continuing pharmacy education (CPE) activity improved their math skills, indicating training, not inability, is key.
Area of Science:
- Pharmacy education
- Continuing professional development
- Pharmaceutical calculations
Background:
- Assessing math proficiency in pharmacy technicians is crucial.
- Understanding barriers to pharmaceutical calculation competency is needed.
- Investigating technician confidence and training gaps in math skills.
Purpose of the Study:
- Determine math proficiency of pharmacy technicians.
- Identify causes for perceived deficiency in pharmaceutical calculations.
- Evaluate the impact of continuing pharmacy education (CPE) on math skills.
Main Methods:
- Utilized pre- and post-activity surveys and calculation tests.
- Assessed demographics, attitudes, and calculation performance.
- Administered a 2-hour CPE activity with integrated assessments.
Main Results:
- 82% of participants were nationally certified; 58% lacked formalized math training.
- Technicians reported low confidence and over-reliance on memorization.
- Baseline calculation accuracy averaged 32%, improving to 66% post-activity, with significant gains in percentage strength, pediatric dosing, and alligation.
Conclusions:
- In-person CPE effectively improved pharmacy technicians' calculation skills.
- Low confidence and lack of training, not inability, are primary barriers.
- Future CPE should focus on foundational math concepts to enhance pharmaceutical calculation competency.
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