Repeated testing to improve skills in a pharmacy practice laboratory course

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Abstract

Objective. To evaluate the impact of repeated simulations and testing on the pharmacy practice skills development of third-year doctor of pharmacy (PharmD) students. Design. A pharmacy practice skills laboratory was redesigned to reinforce skills development and enhance retention. Timed, repeated learning experiences that increased in complexity throughout the semester were used to test student knowledge, skills, and abilities. Assessment. Over a 5-year period, scores from skills-based activities deemed essential to professional practice and repeated 4 or more times in the course were analyzed. There was a significant improvement in scores on drug utilization reviews and patient counseling simulations despite the increasing difficulty and complexity of the medication problems presented (p

Original languageEnglish
Article number130
JournalAmerican Journal of Pharmaceutical Education
Volume77
Issue number6
DOIs
Publication statusPublished - 2013

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All Science Journal Classification (ASJC) codes

  • Pharmacology, Toxicology and Pharmaceutics(all)
  • Education
  • Medicine(all)

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