Introduction: Difficulties in pronouncing many drug names can lead to medication errors in pharmacy practice. A pilot study called DrugSpeak was devised to provide educational scaffolding to enable students to pronounce drug names correctly.
Method: Student participants (n = 26) accessed online videos on phonetics and audio files of drug names, and then undertook a workshop that provided them with basic phonetics training to assist them in pronouncing drug names correctly. Surveys and audio recordings of student pronunciations of drug names were conducted before and after intervention with DrugSpeak.
Results: Significant increases (p<0.01) in student drug pronunciation and accuracy were observed following DrugSpeak. Students reported reductions in anxiety and enhancements in their confidence levels relevant to drug pronunciation.
Conclusion: The DrugSpeak education package yielded promising outcomes in the improvement of student drug pronunciation skills and in providing students with the confidence to tackle drug names unfamiliar to them.
Background: Medication errors can lead to life-threatening outcomes. Such errors can arise from the poor pronunciation of drug names, leading to the unintentional administration of incorrect medicines to patients. In our experience, students experience difficulties in pronouncing many drug names. We have devised a pilot study called DrugSpeak to provide students with the educational scaffolding required to pronounce both familiar and unfamiliar drug names correctly.Methods: A total of 26 willing student participants from a second-year Pharmacy course were provided access to online videos and audio recordings of drug names, and undertook a workshop that provided them with basic phonetics training to assist them in pronouncing drug names correctly. Students conducted audio recordings of a list of drug names at the start and end of the course, as well as surveys both before and after the intervention with the DrugSpeak Program. Results: Significant increases in student performances in terms of drug pronunciation and accuracy were observed following the DrugSpeak program. Students were strongly supportive of the DrugSpeak program in their coursework and perceived a high importance of drug pronunciation at university and in their future career paths. They also reported reductions in anxiety and improvements in their confidence levels arising from DrugSpeak in terms of their drug pronunciation proficiency levels.Conclusions: The DrugSpeak Program yielded promising outcomes in the improvement of student drug pronunciation skills, and in providing students with confidence to tackle drug names unfamiliar to them. Future studies will address the extensibility and effectiveness of the program in other health degree courses.
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