Optimizing short-term in-class process evaluation: analyzing the effectiveness of teaching interventions in pharmaceutical education using repeated measures analysis

• Published in: BMC medical education 2024-07, Vol.24 (1), p.765-10, Article 765
• Main Authors: Tsui, Leo, Huang, Yule, Lei, Yihan, Wang, Jin
• Format: Article
• Language: English
• Subjects: Academic achievement; China; Classification; Clinical pharmacology; Curriculum; Design; Drug therapy; Education; Education, Pharmacy; Educational Measurement; Educational objectives; Educational Research; Educational Strategies; Evaluation; Female; Homework; Humans; Instructional Improvement; Learning; Male; Medical education; Medical students; Missing data; Pearson’s correlation; Pharmaceutical Care Network Europe; Pharmaceutical education; Pharmaceutical sciences; Pharmacy; Process evaluation; Questionnaires; Repeated measures analysis; Students; Students, Pharmacy; Study and teaching; Surveys and Questionnaires; Teaching; Undergraduate Students; Usability
• ISSN: 1472-6920; 1472-6920
• DOI: 10.1186/s12909-024-05754-y

The assessment of the effectiveness of teaching interventions in enhancing students' understanding of the Pharmaceutical Care Network Europe (PCNE) Classification System is crucial in pharmaceutical education. This is especially true in regions like China, where the integration of the PCNE system into undergraduate teaching is limited, despite its recognized benefits in addressing drug-related problems in clinical pharmacy practice. Therefore, this study aimed to evaluate the effectiveness of teaching interventions in improving students' understanding of the PCNE Classification System in pharmaceutical education. Undergraduate pharmacy students participated in a series of sessions focused on the PCNE system, including lectures (t ), case analyses (t ), and practical implementation (t ). The levels of understanding were evaluated using time-course questionnaires. Initially, paired samples t-Tests were used to compare understanding levels between different time points. Subsequently, Repeated Measures Analysis (RMA) was employed. Pearson correlation analysis was conducted to examine the relationship between understanding levels and the usability and likelihood of using the PCNE system, as reported in the questionnaires. The paired samples t-Tests indicated insignificant differences between t2 and t3, suggesting limited improvement following the practical implementation of the PCNE system. However, RMA revealed significant time effects on understanding levels in effective respondents and the focused subgroup without prior experience (random intercept models: all p