Pharmacist-led education curriculum for fourth-year medical students: a single-center experience

• Bashayer Mohammed Alshehail ^[2] ; Haytham Abdulaziz Wali ^[1] ; Zainab Al Jamea ^[3] ; Nouf Alotaibi ^[4] ; Abdulsalam Alasseri ^[3] ; Abdulaziz Aldahami ^[5] ; Abdulsattar AlHussain ^[3] ; Duaa Alsulaiman ^[3] ; Ebtesam ALGeri ^[5] ; Mohammad Alhassan ^[3] ; Salma Ansassy ^[6] ; Hani Alharbi ^[3] ; Fatma AlRoubia ^[6] ; Mohab Manna ^[6] ; Marwan Alwazzeh ^[7] ; Sara Al-Warthan ^[7]
  1. [1] King Faisal University

     King Faisal University

     Arabia Saudí

     
  2. [2] PharmD. Imam Abdulrahman Bin Faisal University, College of Clinical Pharmacy, (Pharmacy Practice Department), Dammam, Saudi Arabia.
  3. [3] PharmD. King Fahd Hospital of The University/Imam Abdulrahman Bin Faisal University, (Pharmaceutical Care department), Dammam, Saudi Arabia.
  4. [4] PharmD. Umm Al Qura university, College of Pharmacy, (Clinical Pharmacy Department), Makkah, Kingdom of Saudi Arabia.
  5. [5] BPharm, MSc. King Fahd Hospital of The University/Imam Abdulrahman Bin Faisal University, (Pharmaceutical Care department), Dammam, Saudi Arabia.
  6. [6] BPharm. King Fahd Hospital of The University/Imam Abdulrahman Bin Faisal University, (Pharmaceutical Care department), Dammam, Saudi Arabia.
  7. [7] M.D. King Fahd Hospital of The University/Imam Abdulrahman Bin Faisal University, (Internal Medicine Department), Dammam, Saudi Arabia.

  Mostrar afiliaciones +
• Localización: Pharmacy Practice (Granada), ISSN-e 1886-3655, Vol. 21, Nº. 3, 2023 (Ejemplar dedicado a: jul-sep)
• Idioma: inglés
• Enlaces
  • Texto completo (pdf)
• Resumen

  • Background: Doctors are usually challenged by the transition between theoretical basic science knowledge and actual clinical practice. Thus, a critical educational intervention is the early incorporation of pharmacists into the pharmacotherapy courses for undergraduate medical students from their college years and moving to the practice setting.

    Objective: We sought to determine if a pharmacist-led education course would improve medical students’ knowledge of general pharmacotherapy topics. Methods: All fourth-year female medical students were invited to enroll in the pharmacy practice curriculum between January and March 2022. The program was divided into three main domains: formal lectures, a hands-on prescription writing skills session, and on-site pharmacy practice sessions. The pharmacy practice session was divided into three sections: first section pharmacy practice, second section pharmacy innovation, and the third section clinical pharmacy. Those who completed the curriculum were requested to complete pre-and post-session assessments and curriculum evaluations.

    Results: One hundred fourteen medical students enrolled in the pharmacy practice module. One hundred eleven (97.4%) completed the pre-and post-course assessment. After completing the module, the medical students’ knowledge scores improved from pre- to post-course. A significant difference in the overall knowledge was observed between the pre-course and post-course scores (9.51 versus 16.04; p<0.001). The difference between the pre-course and post-course scores was also significant when comparing the knowledge per each part of the assessment, showing an average score of 2.78 versus 4.05 (p<0.001) for the first section; 3.39 versus 5.49 (p<0.001) for the second section; 3.34 versus 6.48 (p<0.001) for the third section. The program received overall positive feedback; the experience was rated overall as “Excellent” by 73% of the participants.

    Conclusion: We have demonstrated the impact of a pharmacist-led curriculum for medical students on improving their knowledge of fundamental pharmacy practice areas