Effect of course structure on the accuracy of nonsterile compounded preparations

Abstract

Objective. To investigate if students in the new course structure attained the same level of compounding competency as students in the legacy course structure. Methods. Students compounded four nonsterile preparations common to both the legacy curriculum (PCL) and the transformed curriculum (TC). The preparations were compared using relative potency or weight variation as a measure of compounding competency. They represented the broad range of compounding complexities required in compounding courses at the school. Results. The mean relative potencies of three nonsterile preparations were statistically different, with only the mean of the TC hydrocortisone medication stick being outside of the acceptable range of the laboratory’s criteria. However, the standard deviation (SD) was markedly different in each preparation pair suggesting that the number of students correctly compounding the preparation in the first attempt might be an important factor in the analysis. In contrast, the mean weight variation data of the phenol-menthol soft troches and enalapril tablet triturates were almost identical. Conclusion. The relative potency results suggested that equivalent competency in the two student groups was possible for preparations that involved simple solutions or filled fixed volume molds. However, the hydrocortisone medication stick data indicated that understanding the science of a preparation may require more knowledge or time.