A Mnemonic for Pharmacy Students to Use in Pharmacotherapy Assessment

• Published in: American journal of pharmaceutical education 2012-01, Vol.76 (1), p.1
• Main Authors: Bruno, Christine B, Ip, Eric, Shah, Bijal, Linn, William D
• Format: Article
• Language: English
• Subjects: Allergies; Asthma; Control Groups; Critical thinking; Decision making; Drug dosages; Drug stores; Drug therapy; Experiential Learning; Learning; Likert scale; Pharmaceutical Education
• ISSN: 0002-9459; 1553-6467

To introduce pharmacy students to a patient-centered mnemonic to aid them in remembering the most important parameters when assessing a patient's drug therapy and to determine whether use of the device improved students' clinical examination scores. Second-year pharmacy students were randomized to an intervention group or a control group. A 30-minute presentation on the rationale of the mnemonic and how to apply it to clinical scenarios was given to the intervention group and then a case-based multiple-choice clinical examination was administered. Students in the control group completed the same examination first and then were given the mnemonic. Ninety-five students completed the examination. Examination scores of students in the intervention group were 6% higher than those of students in the control group (p 5 0.04). A 6-question survey instrument was administered to both groups and the majority of students agreed that they would use the mnemonic when assessing patients during their upcoming practice experiences. One-hundred percent of the students stated that the mnemonic definitely or probably helped them (or would have helped them) think critically when assessing the patient cases. Pharmacy students who used a mnemonic device for pharmacotherapy assessment exhibited better decision-making skills and made fewer errors than students who did not use the mnemonic.