Instruction and Simulation to Improve Pharmacy Students’ Knowledge and Confidence Regarding Assessment of Penicillin Allergies

Abstract

Objective. To evaluate pharmacy students' knowledge and confidence regarding penicillin allergy assessment and skin testing (PAAST) before and after a focused didactic instruction and simulation (FDIS). Methods. A multicenter, quasi-experimental, cross-sectional survey study was performed among pharmacy students before and after FDIS on PAAST at two schools of pharmacy. The FDIS on PAAST consisted of an infectious disease faculty-led seminar, student-led penicillin allergy counseling interviews, penicillin skin testing simulation, and case studies to assess penicillin allergy scenarios and management. An anonymous, voluntary, electronic survey was distributed to students (n=159) before and after the FDIS. The pre-and post-intervention survey contained ten PAAST knowledge-based questions and multi-step, 5-point Likert scale statements related to confidence of PAAST. The postintervention survey also evaluated students' perceptions of the FDIS on PAAST. Descriptive statistics were performed, and the Student t-test was used to compare pre-and post-intervention responses. Results. One-hundred and forty-three surveys were completed resulting in a survey response rate of 90%. PAAST knowledge scores (mean±SD) increased overall following the FDIS on PAAST (6.67±1.51 vs. 7.81±1.39). Knowledge scores increased considerably for questions related to penicillin allergy consequences, cross-reactivity, and correct steps of PAAST. Pharmacy students' PAAST confidence scores (mean±SD) also improved following the interactive instruction and simulation (2.30±0.70 vs. 3.22±0.67) with considerable confidence increases in penicillin skin testing. Pharmacy students' perceptions of the FDIS on PAAST were also positive overall. Conclusion. Pharmacy students' knowledge and confidence of PAAST improved following FDIS. This may be an effective strategy to implement PAAST education during pharmacy school.

Pharmacy students' knowledge and confidence of COVID‐19 following an interactive didactic class

“…Furthermore, students generally enjoyed this COVID‐19 IDC and found it useful to their practice as a future pharmacist. This study's findings were consistent with those observed in a similar active learning, didactic instruction approach of penicillin allergy management, where pharmacy students' knowledge and confidence improved following this instructional method 18 . Based on these findings and overall positive impressions from the students, the ID pharmacist faculty continue to deliver the IDC in the same semester and format.…”

“…This study's findings were consistent with those observed in a similar active learning, didactic instruction approach of penicillin allergy management, where pharmacy students' knowledge and confidence improved following this instructional method. 18 Based on these findings and overall positive impressions from the students, the ID pharmacist faculty continue to deliver the IDC in the same semester and format. However, the IDC is delivered in the classroom and utilizes the updated COVID‐19 therapeutics and guidance from the NIH and IDSA guidelines.…”

“… 17 Previously, implementation of an interactive didactic class (IDC) using active learning techniques and hands‐on approaches has previously shown to also improve pharmacy students' knowledge and confidence for penicillin allergy assessment. 18 …”

“…Pharmacy students' performance and confidence have also been shown to improve when applying literature evaluation skills with journal clubs to clinical patient case vignettes, which is particularly valuable when considering the rapidly emerging and evolving data for COVID‐19 prevention and management 17 . Previously, implementation of an interactive didactic class (IDC) using active learning techniques and hands‐on approaches has previously shown to also improve pharmacy students' knowledge and confidence for penicillin allergy assessment 18 …”