| Impact of a drug-drug interaction intervention on pharmacy and medical students' knowledge and attitudes: A 1-year follow-up. | |
| | |
MedLine Citation:
|
PMID: 22222339 Owner: NLM Status: Publisher |
Abstract/OtherAbstract:
|
BACKGROUND: There have been many interventions aimed at improving retention of drug-drug interaction (DDI) knowledge of health care professionals. Much less is known about their retention of such knowledge for extended periods of time after an educational intervention. OBJECTIVES: To evaluate pharmacy and medical students' knowledge retention and attitudes 1 year after participating in an educational session on DDIs. METHODS: This study used a pre-post design with an assessment of DDI knowledge and attitude by pharmacy and medical students before and after the final didactic year of their professional education. The intervention was a 1-hour program. RESULTS: A total of 74 of 193 students (38%) completed the pre, post, and final questionnaire. The median numbers of correctly identified DDIs before the program were 8 and 7 for pharmacy and medical students, respectively, out of a possible score of 15. One year after, the median identification knowledge scores were 12 and 8, respectively, for pharmacy and medical students. The median difference scores of correctly managed DDIs on this evaluation 1 year after the program were -4 and -8 for pharmacy and medical students, respectively (P<.05). CONCLUSION: This study found that the ability to identify important DDIs is poor among both pharmacy and medical students 1 year after being exposed to the educational session. |
| | |
Authors:
|
Ana L Hincapie; Terri L Warholak; Lisa E Hines; Ann M Taylor; Daniel C Malone |
Related Documents
:
|
14629859 - An exploration of clinical teaching using a reflective method with adult students. 7335869 - Characteristics of effective teaching. 16640489 - Virtual reality applications to agoraphobia: a protocol. 9114729 - Relations between perceptions of the teaching environment and approaches to teaching. 15962249 - Informative evaluation of the teaching skills of the faculty at alfort veterinary school. 10765909 - Teaching on the run: teaching skills for surgical trainees. 9040259 - Interrater concordance for faculty grading of student performances in a problem-based l... 9879029 - Impact of curricular change in an undergraduate program for speech pathologists on perc... 4034689 - Avoidance and escape components of leg position learning in the prothoracic and mesotho... |
Publication Detail:
|
Type: JOURNAL ARTICLE Date: 2012-1-3 |
Journal Detail:
|
Title: Research in social & administrative pharmacy : RSAP Volume: - ISSN: 1934-8150 ISO Abbreviation: - Publication Date: 2012 Jan |
Date Detail:
|
Created Date: 2012-1-6 Completed Date: - Revised Date: - |
Medline Journal Info:
|
Nlm Unique ID: 101231974 Medline TA: Res Social Adm Pharm Country: - |
Other Details:
|
Languages: ENG Pagination: - Citation Subset: - |
Copyright Information:
|
Copyright © 2012 Elsevier Inc. All rights reserved. |
Affiliation:
|
The University of Arizona College of Pharmacy, 1295 N Martin, P.O. Box 210202, Tucson, AZ 85721, USA. |
Export Citation:
|
APA/MLA Format Download EndNote Download BibTex |
| MeSH Terms | |
Descriptor/Qualifier:
|
|
From MEDLINE®/PubMed®, a database of the U.S. National Library of Medicine
Previous Document: Premature Atherosclerosis Is Associated With Hypovitaminosis D and Angiotensin-Converting Enzyme Inh...
Next Document: Development and initial validation of the Pharmacist Frequency of Interprofessional Collaboration In...