The use of wireless laptop computers for computer-assisted learning in pharmacokinetics

A needs assessment of pharmacokinetic skills performed on advanced pharmacy practice experiences by student pharmacists

INTRODUCTION

Pharmacokinetic (PK) calculations are an important competency for pharmacy students, however, there is little to guide which medications should be included in pharmacy curricula. Additionally, many new medications require therapeutic drug monitoring (TDM)-but not PK calculations-to ensure safe use. The objectives of this study were to quantify which medications are most frequently encountered by pharmacy students during advanced pharmacy practice experiences (APPE's) and to what extent PK calculations or TDM were completed by students while on APPE's at the University of New England.

METHODS

Fourth-year students were surveyed upon completion of their advanced pharmacy practice experiences (APPE's).

RESULTS

Pharmacokinetic calculations occurred most frequently on institutional rotations. Vancomycin and aminoglycosides were the two most common medications pharmacy students were asked to perform PK calculations for while on APPE's. Therapeutic drug monitoring occurred most frequently on institutional rotations. Therapeutic drug monitoring also occurred more often than pharmacokinetic monitoring on ambulatory care rotations.

CONCLUSIONS

Pharmacokinetic calculations as well as therapeutic drug monitoring requiring no calculations were both commonly encountered by student pharmacists while on APPE rotations. Changes to clinical guidelines have impacted the types of medications students are expected to have proficiency with, and more broadly defined therapeutic drug monitoring competencies may be important for ambulatory care APPE's.

Impact of electronic device use in class on pharmacy students' academic performance

OBJECTIVES

To evaluate and assess the impact of pharmacy students' electronic device (e-device) use during a lecture-based pharmacotherapeutics sequence.

METHODS

A validated survey instrument to assess e-device use was e-mailed to 238 second- (P2) and third-year (P3) pharmacy students. Grades were reviewed retrospectively and correlated with e-device use to determine its impact on academic performance.

RESULTS

Of 140 responding students (59% response rate), 106 reported using e-devices during class for course-related (91.5%) and non-course-related (81.1%) activities. When P2 and P3 students were combined, e-device use was not associated with academic performance (p = 0.70). Academic performance was not impacted among P3 students (p = 0.86), but P2 students performed better academically if they refrained from using e-devices during class (mean grade = 88.5% vs. 83.3%; p=0.019).

CONCLUSIONS

The impact of e-device use on overall academic performance was negligible. Use of e-devices by students enrolled in their first pharmacotherapeutics course may negatively impact academics.

Web-based multimedia vignettes in advanced community pharmacy practice experiences

OBJECTIVES

To evaluate the effectiveness of Web-based multimedia vignettes on complex drug administration techniques to augment the training of pharmacy students in advanced community pharmacy practice experiences.

DESIGN

During the orientation for a community APPE, students were randomly assigned to either a study group or control group After they began their APPE, students in the study group were given an Internet address to access multimedia vignettes which they were required to watch to augment their training and standardize their counseling of patients in the use of inhalers and ear and eye drops.

ASSESSMENT

A 12-item questionnaire was administered to students in both groups at the orientation and again on the last day of the APPE to evaluate their knowledge of counseling patients in the use of inhalers and ear and eye drops. The control group did not experience any improvement in their counseling knowledge of the research topics during their month-long experience. Students in the intervention group scored higher on their postintervention test than students in the control group (p < 0.001).

CONCLUSIONS

Student learning outcomes from experiential training can be improved through the use of Web-based multimedia instructional vignettes.

Mobile computing initiatives within pharmacy education

OBJECTIVES

To identify mobile computing initiatives within pharmacy education, including how devices are obtained, supported, and utilized within the curriculum.

METHODS

An 18-item questionnaire was developed and delivered to academic affairs deans (or closest equivalent) of 98 colleges and schools of pharmacy.

RESULTS

Fifty-four colleges and schools completed the questionnaire for a 55% completion rate. Thirteen of those schools have implemented mobile computing requirements for students. Twenty schools reported they were likely to formally consider implementing a mobile computing initiative within 5 years.

CONCLUSIONS

Numerous models of mobile computing initiatives exist in terms of device obtainment, technical support, infrastructure, and utilization within the curriculum. Responders identified flexibility in teaching and learning as the most positive aspect of the initiatives and computer-aided distraction as the most negative, Numerous factors should be taken into consideration when deciding if and how a mobile computing requirement should be implemented.