Dalia Bajis1, Betty Chaar2, Iman A Basheti3, Rebekah Moles4. 1. University of Sydney School of Pharmacy, Faculty of Medicine and Health, Rm N517, level 5, Bank Building (A15), NSW 2006, Australia. Electronic address: dalia.bajis@sydney.edu.au. 2. University of Sydney School of Pharmacy, Faculty of Medicine and Health, Rm 410, Bank Building (A15), NSW 2006, Australia. Electronic address: betty.chaar@sydney.edu.au. 3. Applied Science Private University, Faculty of Pharmacy, Department of Clinical Pharmacy and Therapeutics, P.O. Box 166, Amman 11931, Jordan. Electronic address: dr_iman@asu.edu.jo. 4. University of Sydney School of Pharmacy, Faculty of Medicine and Health, Rm N517, level 5, Bank Building (A15), NSW 2006, Australia. Electronic address: rebekah.moles@sydney.edu.au.
Abstract
INTRODUCTION: Obtaining accurate patient medication histories and performing medication reconciliation are core pharmacy practice skills that optimize patient safety at transitions of care. Competency-based learning and assessment of medication reconciliation skills are essential methods in undergraduate pharmacy education. The aim of this study was to investigate the impact of an in-classroom simulation- and feedback-driven training activity on pharmacy students' medication reconciliation skills, self-perceived confidence, and overall student satisfaction. METHODS: Over a three-day learning activity in 2016, pharmacy students from a private university in Jordan were assessed by roleplay on their ability to conduct a simulated patient medication interview, obtain the Best Possible Medication History, reconcile the history against a hospital medication chart, identify discrepancies, and document findings. Students received immediate feedback and observed peers undergo the assessment process. Pre- and post-simulation questionnaires and supplementary focus groups enabled collection of quantitative and qualitative data pertaining to student self-perceived confidence, perceptions, experiences, and usefulness of the course. RESULTS: Assessment-based competency scores demonstrated significant improvement in student performance during the activity. Self-perceived confidence scores significantly improved after the medication reconciliation training intervention. Focus group content analysis yielded positive responses such as students valuing receiving feedback on performance and recommendations for future training. CONCLUSIONS: Simulation with feedback was a useful tool to teach pharmacy students medication reconciliation in Jordan. Subsequent to the study, medication reconciliation and interactive teaching methods were added to curriculum to supplement traditional teaching modalities.
INTRODUCTION: Obtaining accurate patient medication histories and performing medication reconciliation are core pharmacy practice skills that optimize patient safety at transitions of care. Competency-based learning and assessment of medication reconciliation skills are essential methods in undergraduate pharmacy education. The aim of this study was to investigate the impact of an in-classroom simulation- and feedback-driven training activity on pharmacy students' medication reconciliation skills, self-perceived confidence, and overall student satisfaction. METHODS: Over a three-day learning activity in 2016, pharmacy students from a private university in Jordan were assessed by roleplay on their ability to conduct a simulated patient medication interview, obtain the Best Possible Medication History, reconcile the history against a hospital medication chart, identify discrepancies, and document findings. Students received immediate feedback and observed peers undergo the assessment process. Pre- and post-simulation questionnaires and supplementary focus groups enabled collection of quantitative and qualitative data pertaining to student self-perceived confidence, perceptions, experiences, and usefulness of the course. RESULTS: Assessment-based competency scores demonstrated significant improvement in student performance during the activity. Self-perceived confidence scores significantly improved after the medication reconciliation training intervention. Focus group content analysis yielded positive responses such as students valuing receiving feedback on performance and recommendations for future training. CONCLUSIONS: Simulation with feedback was a useful tool to teach pharmacy students medication reconciliation in Jordan. Subsequent to the study, medication reconciliation and interactive teaching methods were added to curriculum to supplement traditional teaching modalities.
Authors: Ghazwa B Korayem; Omar A Alshaya; Sawsan M Kurdi; Lina I Alnajjar; Aisha F Badr; Amjaad Alfahed; Ameera Cluntun Journal: Adv Med Educ Pract Date: 2022-07-01