Instruction and Simulation to Improve Pharmacy Students' Knowledge and Confidence Regarding Assessment of Penicillin Allergies

Not a Benign (Mis)Label: Penicillin Allergy Education for the Nonallergist

Introduction

Up to 20% of the US population carries a penicillin allergy label; however, over 95% of those patients can safely tolerate penicillin. This discrepancy has important personal and public health consequences. There is no published curriculum for medical trainees that covers penicillin allergy history taking, risk assessment, and antibiotic prescribing.

Methods

We created a 60-minute, interactive curriculum that targeted medical students during their internal medicine rotation. We employed learning strategies including didactics, case-based learning, and role-playing. We compared self-efficacy and knowledge before and after the intervention using paired t tests.

Results

A total of 28 medical students participated, with 25 completing both the pre- and postworkshop surveys. There was a statistically significant improvement in student-rated preparedness to prescribe antibiotics to patients with a penicillin allergy label (p < .001) and determine whether a patient has a history of an allergic reaction that was severe or life-threatening (p < .001). There was additionally a statistically significant increase in students' perception that penicillin allergy labels carry important health consequences (p = .005), as well as increase in their total knowledge scores (p = .006).

Discussion

The workshop employs adult learning techniques to improve self-efficacy and knowledge regarding penicillin allergy in medical students. Further work is needed to refine the curriculum, seek external validity, and determine the impact of this workshop on clinical outcomes.

Pharmacy students' knowledge and confidence of COVID‐19 following an interactive didactic class

Background

COVID‐19 education for the pharmacy workforce is important to ensure pharmacists are optimizing patient care for the prevention and management of COVID‐19. However, there are currently no reports to our knowledge of education and training experiences for COVID‐19 prevention and management in the Doctor of Pharmacy (PharmD) curricula.

Objective

To evaluate pharmacy students' knowledge and confidence regarding COVID‐19 prevention and management before and after an interactive didactic class (IDC).

Methods

A multicenter, quasi‐experimental, cross‐sectional survey study was performed among pharmacy students before and after IDC on COVID‐19 at two schools of pharmacy. The IDC on COVID‐19 consisted of student‐led presentations on a COVID‐19 drug, an infectious disease pharmacist faculty‐led interactive lecture on COVID‐19 prevention and management, and clinical case vignettes to assess COVID‐19 management strategies. An anonymous, voluntary, electronic survey was distributed to students (n = 85) before and after. The pre‐ and postintervention survey contained 10 COVID‐19 knowledge‐based questions and multi‐step, 5‐point Likert scale statements related to COVID‐19 prevention and management confidence. The postintervention survey also evaluated students' perceptions of the COVID‐19 IDC. Descriptive statistics were performed, and Student t test was used to compare pre‐ and postintervention responses.

Results

About 61 surveys were completed resulting in a response rate of 72%. COVID‐19 knowledge scores (mean ± SD) increased overall following the IDC (5.9 ± 1.31 vs 8.6 ± 1.29). Pharmacy students' COVID‐19 confidence scores (mean ± SD) also improved following the IDC (2.66 ± 0.75 vs 4.03 ± 0.53). Students performed well on the COVID‐19 clinical case vignettes with a mean ± SD score of 22.41 ± 0.46 out of 25. Pharmacy students' perceptions of the IDC on COVID‐19 were also positive overall.

Conclusion

Pharmacy students' knowledge and confidence of COVID‐19 prevention and management improved following an IDC. This may be an effective strategy to provide COVID‐19 education during the PharmD curricula.