Incorporating a Drug Information Consult into a Pharmacy Practice Course to Build Literature Search and Evaluation Skills Through a 3-Stage Model

Abstract

The 3sDIC, although not a substitute for a complete drug information course, demonstrated a streamlined approach for Pharmacy year 2 (P2) students to acquire and develop drug information skills.

Longitudinal Assessment of Pharmacy Students’ Confidence and Skill in Providing Evidence-based Answers to Clinical Questions

“…18 Additionally, students appreciate assignments in which realistic clinical questions are used and they develop answers using an EBM framework. 19,20 Although the EBM curriculum had been streamlined, it yielded results similar to the former curriculum in terms of pharmacy student learning. 7 The first learning component that was adjusted was five hours of librarianfacilitated content in the P2 year, which consisted of learning literature acquisition skills and completing a written assignment (ie, a mini-clinical inquiry assignment).…”

From education to practice—2024 update: An opinion paper of the Drug Information Practice and Research Network of the American College of Clinical Pharmacy

“…Studies have shown the benefits of reinforcing DI competencies to facilitate student retention of core DI skills, increase confidence, and understand its routine real‐world applications 13–16 . In addition, DI skills may be incorporated into simulations and EBM topics, as well as incorporated into longitudinal courses 11,12,17–19 .…”

“…9,10 Studies have shown the benefits of reinforcing DI competencies to facilitate student retention of core DI skills, increase confidence, and understand its routine real-world applications. [13][14][15][16] In addition, DI skills may be incorporated into simulations and EBM topics, as well as incorporated into longitudinal courses. 11,12,[17][18][19] Intentional incorporation of literature evaluation skills as an APPE-readiness assessment has been used to ensure students demonstrate mastery prior to entering APPEs.…”

“…Delivery of dedicated DI-focused courses along with DI concepts integrated throughout other courses are the most common formats in schools of pharmacy in the United States. 9,10 Integration of DI content into the curriculum can be achieved through various approaches, including offering a dedicated DI course, incorporating DI components into existing courses or labs (such as combining literature evaluation, patient cases, and simulated interprofessional discussions), utilizing Objective Structured Clinical Examination scenarios, providing DI electives, integrating DI into co-curricular activities, incorporating DI into experiential rotations, conducting advanced pharmacy practice experiences (APPE) readiness assessments, and implementing a longi-tudinal framework that spans across the curriculum [11][12][13][14][15][16][17][18][19].…”

Cross-cultural Comparison of Pharmacy Students’ Attitudes, Knowledge, Practice, and Barriers Regarding Evidence-based Medicine

“…6,[9][10][11] Particularly in Japan where EBM skills are In contrast, in the US school surveyed, where EBM training and presentations are required throughout the didactic courses and experiential education, all environmental barriers were identified by <50% of American students, yet EBM use is still suboptimal. Although several studies showed the effectiveness of EBM training in increasing knowledge in students and practitioners with various methods, including a brief one day workshop, journal club, monograph assignment, and computer-or lecture-based instructions, [29][30][31][32][33][34] knowledge of EBM does not equate to their actual usage of EBM. Some studies have shown no changes in clinician behavior to use EBM even though training improved their knowledge and skills.…”