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.