Melanie A Dodd1, John Rafi2, Bernadette Jakeman3, Rasha M Arabyat4, Sarrah N Babb5, Dennis W Raisch6. 1. University of New Mexico College of Pharmacy 1 University of New Mexico, MSC 09 5360, Albuquerque, NM 87131, United States. Electronic address: mdodd@salud.unm.edu. 2. University of New Mexico College of Pharmacy 1 University of New Mexico, MSC 09 5360, Albuquerque, NM 87131, United States. Electronic address: jrafi@salud.unm.edu. 3. University of New Mexico College of Pharmacy 1 University of New Mexico, MSC 09 5360, Albuquerque, NM 87131, United States. Electronic address: bjakeman@salud.unm.edu. 4. Department, Al Yarmouk University, Irbid, Jordan. Electronic address: rasha.arabyat@yu.edu.jo. 5. Walmart Neighborhood Pharmacy, 2401 Indian Wells Rd, Alamogordo, NM 88310, United States. 6. University of New Mexico College of Pharmacy 1 University of New Mexico, MSC 09 5360, Albuquerque, NM 87131, United States. Electronic address: draisch@salud.unm.edu.
Abstract
INTRODUCTION: The purpose of this study was to evaluate whether a public health (PH) micro-level case-based learning exercise increased pharmacy students' self-perceived understanding and confidence in their role as PH pharmacists. METHODS: Three PH micro-level case-based learning exercises in community pharmacy settings were developed and integrated into the third professional year PH course. Students enrolled in the PH course from January 2012 - May 2015 completed a pre- and post-activity survey consisting of 22 statements with Likert scale responses. Survey questions were grouped into domains: perceptions of pharmacist roles (ROLES) in PH, confidence in ability to identify and address PH problems (CONF), pharmacist impact on improving PH outcomes for patients with human immunodeficiency virus (IMPACT-HIV), diabetes (IMPACT-DM), or alcoholism (IMPACT-AL), perceiving pharmacists as role models in PH (MODEL), and whether PH is beyond the scope of pharmacy practice (SCOPE). Within each domain, paired t-tests were performed on summated scores (pre- vs. post-, alpha = 0.05). RESULTS: Both surveys were completed by 271 of 336 students (80.7%). Baseline scores were lowest in the CONF and MODEL domains. The activity resulted in significant changes in 21 out of 24 survey questions. Significantly higher scores were found for domains of ROLES (+1.22), CONF (+1.60), IMPACT-HIV (+0.65), IMPACT-DM (+0.42), IMPACT-AL (+0.70), and MODEL (+1.50). Cronbach's alpha ranged from 0.73 to 0.93 for each domain. CONCLUSION: A PH case-based learning session increased students' scores on a pre- and post-activity survey regarding PH challenges at the micro-level. The activity improved students' perceptions and confidence in providing PH interventions.
INTRODUCTION: The purpose of this study was to evaluate whether a public health (PH) micro-level case-based learning exercise increased pharmacy students' self-perceived understanding and confidence in their role as PH pharmacists. METHODS: Three PH micro-level case-based learning exercises in community pharmacy settings were developed and integrated into the third professional year PH course. Students enrolled in the PH course from January 2012 - May 2015 completed a pre- and post-activity survey consisting of 22 statements with Likert scale responses. Survey questions were grouped into domains: perceptions of pharmacist roles (ROLES) in PH, confidence in ability to identify and address PH problems (CONF), pharmacist impact on improving PH outcomes for patients with human immunodeficiency virus (IMPACT-HIV), diabetes (IMPACT-DM), or alcoholism (IMPACT-AL), perceiving pharmacists as role models in PH (MODEL), and whether PH is beyond the scope of pharmacy practice (SCOPE). Within each domain, paired t-tests were performed on summated scores (pre- vs. post-, alpha = 0.05). RESULTS: Both surveys were completed by 271 of 336 students (80.7%). Baseline scores were lowest in the CONF and MODEL domains. The activity resulted in significant changes in 21 out of 24 survey questions. Significantly higher scores were found for domains of ROLES (+1.22), CONF (+1.60), IMPACT-HIV (+0.65), IMPACT-DM (+0.42), IMPACT-AL (+0.70), and MODEL (+1.50). Cronbach's alpha ranged from 0.73 to 0.93 for each domain. CONCLUSION: A PH case-based learning session increased students' scores on a pre- and post-activity survey regarding PH challenges at the micro-level. The activity improved students' perceptions and confidence in providing PH interventions.
Authors: Beata Plewka; Magdalena Waszyk-Nowaczyk; Magdalena Cerbin-Koczorowska; Michał Michalak; Aleksandra Sajko; Monika Bańdurska; Tomasz Osmałek Journal: Int J Environ Res Public Health Date: 2022-06-15 Impact factor: 4.614