Longitudinal assessment of pharmacy students’ confidence and skill in providing evidence-based answers to clinical questions

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Abstract

Objective. To assess Doctor of Pharmacy (PharmD) students’ skills and confidence in using an evi-dence-based medicine (EBM) approach to answer practice-based, clinical questions. Methods. Pharmacy students’ ability to provide evidence-based answers for real-world clinical questions was assessed at two time points in the PharmD curriculum using a standard tool and trained evaluators. Pharmacy students’ confidence regarding their EBM skills was self-assessed at four points in the program, with the first survey administered before the EBM sequence and the final survey administered prior to graduation. The survey included five self-assessed skill questions and nine self-confidence questions. Results. Two hundred twenty-four students from two graduating classes were included in the analysis. Over 97% of students received passing scores on their clinical inquiries (mean score=90.4%), confirming their competency in EBM skills. Students’ survey responses on all self-assessed skill and confidence questions improved significantly from baseline to graduation. Conclusion. Longitudinal teaching of EBM concepts and opportunities for skills practice developed PharmD students’ ability to successfully provide evidence-based answers to authentic clinical ques-tions. This was consistent with students’ confidence level and self-assessed skill levels reported on surveys. Future directions include confirming students’ use and understanding of EBM concepts after graduation.

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APA

Margolis, A., Shah, S., Kraus, C., & Pigarelli, D. W. (2020). Longitudinal assessment of pharmacy students’ confidence and skill in providing evidence-based answers to clinical questions. American Journal of Pharmaceutical Education, 84(10), 1300–1305. https://doi.org/10.5688/ajpe7884

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