An elective course on landmark trials to improve pharmacy students' literature evaluation and therapeutic application skills

• Published in: American journal of pharmaceutical education 2009-04, Vol.73 (2), p.31-31
• Main Authors: Burkiewicz, Jill S, Komperda, Kathy E
• Format: Article
• Language: English
• Subjects: Antilipemic agents; Clinical Competence - standards; Clinical trials; Clinical Trials as Topic; Curriculum - standards; Education, Pharmacy - methods; Education, Pharmacy - standards; Evidence-based medicine; Evidence-Based Medicine - methods; Evidence-Based Medicine - standards; Health aspects; Health Knowledge, Attitudes, Practice; Humans; Instructional Design and Assessment; Pharmacy; Public opinion; Students; Students, Pharmacy
• ISSN: 0002-9459; 1553-6467
• DOI: 10.5688/aj730231

To determine the impact of a landmark trials elective course on pharmacy students' attitudes toward evidence-based medicine, students' comfort with technical concepts used in drug literature, and students' perceptions of accessibility of PubMed from home computers. An elective course which gave third-year pharmacy students the opportunity to discuss landmark trials in primary care and reinforced skills in applying evidence from the primary literature to support therapeutic recommendations was design and implemented. The impact of the course was evaluated via a pre- and postcourse questionnaire administered during 3 consecutive course offerings. Overall, students had positive attitudes toward evidence-based medicine before taking the course (97.5% positive or somewhat positive) and these attitudes were unchanged postcourse (p = 0.74). Though 97.6% (n = 40) of students had Internet access at home, only 68.3% (n = 28) indicated having PubMed access at home. The course increased self-assessed comfort with technical concepts used in literature evaluation including random assignment (p < 0.01), placebo-controlled (p < 0.01), and intention-to-treat (p = 0.02). An elective course on landmark trials allowed third-year pharmacy students to increase their comfort level with literature evaluation and reinforced their positive attitudes toward the use of evidence-based medicine in pharmacy practice.