Evaluation of a Strategy to Build Competency in a Drug Literature Evaluation Course

Purpose: To implement a series of educational interventions designed to foster drug literature evaluation skills and to assess students’ confidence and perception of change in skills.

Methods: Pharmacy students enrolled in the Drug Literature Evaluation course participated in the following interventions: six in-class article reviews, written article review, student-led journal club, and a final written exam. Students rated their skills pre- and post-course using an End-of-Course Self Assessment (ECSA).  A Journal Club Self Assessment (JCSA) was conducted after the student-led journal club.  Each assessment was based on seven drug literature evaluation skills (DLES), and participants rated their skills using a five point rating system of Novice, Developing, Skilled, Facilitating/Leading, or Educating.

Results: One hundred and sixty-six students responded to both self-assessments. In the ECSA, 46% of respondents reported describing study design as their strongest skill while 23% reported identifying ways to improve study design as their weakest skill.  Determining impact on clinical practice and interpreting clinical significance were reported as skills that grew the most (22% and 21%, respectively).  In the JCSA, 56% of respondents rated their ability in preparing discussion questions as “skilled” although 32% of respondents stated that formulating discussion questions was the hardest component of the journal club to complete.  All seven DLES had statistically significant changes (p<0.001) pre- to post-course.  However, average ratings post-course were less than “skilled” for all DLES.

Conclusion: Although statistically significant improvements in skills were made, interventions need to be incorporated across a curriculum to improve students’ skills and confidence further.