Teresa A O'Sullivan1, Jennifer Phillips2, Kendra Demaris3. 1. University of Washington School of Pharmacy, Seattle, Washington. 2. Midwestern University Chicago College of Pharmacy, Chicago, Illinois. 3. Hilo Medical Center and Hilo College of Pharmacy, University of Hawaii, Hilo, Hawaii.
Abstract
OBJECTIVE: To determine how medical literature evaluation (MLE) is being taught across the United States and to summarize methods for teaching and assessing MLE. METHODS: An 18-question survey was administered to faculty members whose primary responsibility was teaching MLE at schools and colleges of pharmacy. RESULTS: Responses were received from 90 (71%) US schools of pharmacy. The most common method of integrating MLE into the curriculum was as a stand-alone course (49%). The most common placement was during the second professional year (43%) or integrated throughout the curriculum (25%). The majority (77%) of schools used a team-based approach. The use of active-learning strategies was common as was the use of multiple methods of evaluation. Responses varied regarding what role the course director played in incorporating MLE into advanced pharmacy practice experiences (APPEs). CONCLUSION: There is a trend toward incorporating MLE education components throughout the pre-APPE curriculum and placement of literature review/evaluation exercises into therapeutics practice skills laboratories to help students see how this skill integrates into other patient care skills. Several pre-APPE educational standards for MLE education exist, including journal club activities, a team-based approach to teaching and evaluation, and use of active-learning techniques.
OBJECTIVE: To determine how medical literature evaluation (MLE) is being taught across the United States and to summarize methods for teaching and assessing MLE. METHODS: An 18-question survey was administered to faculty members whose primary responsibility was teaching MLE at schools and colleges of pharmacy. RESULTS: Responses were received from 90 (71%) US schools of pharmacy. The most common method of integrating MLE into the curriculum was as a stand-alone course (49%). The most common placement was during the second professional year (43%) or integrated throughout the curriculum (25%). The majority (77%) of schools used a team-based approach. The use of active-learning strategies was common as was the use of multiple methods of evaluation. Responses varied regarding what role the course director played in incorporating MLE into advanced pharmacy practice experiences (APPEs). CONCLUSION: There is a trend toward incorporating MLE education components throughout the pre-APPE curriculum and placement of literature review/evaluation exercises into therapeutics practice skills laboratories to help students see how this skill integrates into other patient care skills. Several pre-APPE educational standards for MLE education exist, including journal club activities, a team-based approach to teaching and evaluation, and use of active-learning techniques.
Entities:
Keywords:
drug information; medical literature evaluation; qualitative research
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