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Longitudinal Development of Pharmacokinetics in the Pharmacy Curriculum.

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Abstract:

Objectives: To improve pharmacokinetic (PK) competency and to integrate the use of PK longitudinally throughout the curriculum. Methods: A PK focus group of 2 science faculty and 2 practice faculty met to design and coordinate curricular development of PK skills. Periodic review and use of PK was initiated in fall 2003 P2 and P3 years. PK review occurs in renal, cardiology, neurology, infectious diseases blocks as well as 3 integration blocks. The P1 course was restructured in spring 2003 to include practical clinical application and 2004 to replace a computer-based interaction module with mandatory practice workshops with individualized feedback. P3 students were given a challenge exam involving complicated aminoglycoside dose assessment before allowed to enter the clerkship phase of training. Results: The 2003 P3 received previous PK course (class average 94.0+/-6.1%) and limited review prior to the challenge exam. The 2004 P3 received modified PK course without workshop (class average 91.8+/-3.9%) and longitudinal review, and the 2005 P3 received modified PK course with workshops (class average 91.1+/-3.7%) and longitudinal review. The percent of students achieving a passing score (80%) on the challenge exam was 67% (2003), 67% (2004) and 93% (2005). Implications: PK classes that substitute computer simulation without individual practice and feedback fail to provide lasting knowledge capable of producing clinical decisions despite incorporating classes on practical application. Longitudinal practice does not improve the results of a similar substandard primary course. Insuring individualized attention to student skill development and longitudinal practice improves student PK retention and performance.
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Association:
Name: American Association of Colleges of Pharmacy
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http://www.aacp.org


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URL: http://citation.allacademic.com/meta/p119306_index.html
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MLA Citation:

Wang, Jeffrey., Le, Jennifer., Murray, Wallace. and McGory, Robb. "Longitudinal Development of Pharmacokinetics in the Pharmacy Curriculum." Paper presented at the annual meeting of the American Association of Colleges of Pharmacy, Sheraton San Diego Hotel & Marina, San Diego, California, USA, Jul 05, 2006 <Not Available>. 2013-12-16 <http://citation.allacademic.com/meta/p119306_index.html>

APA Citation:

Wang, J. , Le, J. , Murray, W. J. and McGory, R. W. , 2006-07-05 "Longitudinal Development of Pharmacokinetics in the Pharmacy Curriculum." Paper presented at the annual meeting of the American Association of Colleges of Pharmacy, Sheraton San Diego Hotel & Marina, San Diego, California, USA <Not Available>. 2013-12-16 from http://citation.allacademic.com/meta/p119306_index.html

Publication Type: Abstract
Abstract: Objectives: To improve pharmacokinetic (PK) competency and to integrate the use of PK longitudinally throughout the curriculum. Methods: A PK focus group of 2 science faculty and 2 practice faculty met to design and coordinate curricular development of PK skills. Periodic review and use of PK was initiated in fall 2003 P2 and P3 years. PK review occurs in renal, cardiology, neurology, infectious diseases blocks as well as 3 integration blocks. The P1 course was restructured in spring 2003 to include practical clinical application and 2004 to replace a computer-based interaction module with mandatory practice workshops with individualized feedback. P3 students were given a challenge exam involving complicated aminoglycoside dose assessment before allowed to enter the clerkship phase of training. Results: The 2003 P3 received previous PK course (class average 94.0+/-6.1%) and limited review prior to the challenge exam. The 2004 P3 received modified PK course without workshop (class average 91.8+/-3.9%) and longitudinal review, and the 2005 P3 received modified PK course with workshops (class average 91.1+/-3.7%) and longitudinal review. The percent of students achieving a passing score (80%) on the challenge exam was 67% (2003), 67% (2004) and 93% (2005). Implications: PK classes that substitute computer simulation without individual practice and feedback fail to provide lasting knowledge capable of producing clinical decisions despite incorporating classes on practical application. Longitudinal practice does not improve the results of a similar substandard primary course. Insuring individualized attention to student skill development and longitudinal practice improves student PK retention and performance.

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