A student-led “APPE Boot Camp”: improving pharmacy student competency and confidence in pharmacotherapy knowledge

Purpose: To implement and evaluate the effectiveness of student-led pharmacotherapy review sessions for third year pharmacy students in preparation for APPEs.  In addition, to assess the effect of teaching a review session on students' confidence in leadership and public speaking roles.

Methods: A needs assessment survey was administered to determine which pharmacotherapy topics should be reviewed by members of the Rho Chi Society. A pre-test and post-test consisting of five multiple choice questions based on the topic being reviewed was administered to students at three of the review sessions.  Attendees also completed a subjective evaluation following each review session.  Students who presented at the review sessions completed an evaluation of the effect of leading the review session on confidence measures such as public speaking and leadership skills. 

Results: Fifty-six students in the third year class (45%) responded to the needs assessment survey expressing interest in Infectious Diseases, Cardiology, and Endocrine review sessions. Twenty-three students attended the Infectious Diseases review session with an average pre-test score of 43% and post-test score of 89%. Forty-six students attended the Cardiology review session with an average pre-test score of 54% and post-test score of 85%.  Seventeen students attended the Endocrine review session with an average pre-test score of 33% and post-test score of 79%.  Based on evaluations (overall response rate: 85%), students found the review sessions to be well-organized and at an appropriate level.  The activity was rated overall as good or excellent by 94% of respondents, and 96% reported feeling more prepared for APPEs after attending the review sessions.  The student leaders who taught the review sessions reported feeling more confident in their leadership and public speaking abilities. 

Conclusion:   Student-led educational programs had a positive effect on the students who lead the program as well as the students participating in the program.