Objectives The aim of this work was to design and evaluate a series of interactive literature evaluation skill development interventions for pharmacy students that progress in complexity. Related goals for this initiative were to design methods for (1) self-assessment of student abilities and (2) conducting a student-led journal club discussion in a high enrollment course. Educational activities Seven literature evaluation skills were targeted. Pharmacy students participated in six in-class article reviews, a written article review, a student-led journal club, and a final written exam. Students rated their skills pre- and post-course using an End-of-Course Self-Assessment. A Journal Club Self-Assessment was conducted after the student-led journal club. Both assessments used a five-point rating system of Novice, Developing, Skilled, Facilitating/Leading, and Educating. Assessment A total of 165 students responded to both the self-assessments. In the Journal Club Self-Assessment, 56% of respondents rated their ability in preparing discussion questions as Skilled, and 32% of respondents stated that formulating discussion questions were the hardest component of the exercise. In the End-of-Course Self-Assessment, 46% of respondents reported “describing study design” as their strongest skill, while 23% reported “identifying ways to improve study design” as their weakest skill. All seven literature evaluation skills had statistically significant improvements (p < 0.001) pre- to post-course. Critical analysis Even after eight carefully constructed exercises with progressing levels of difficulty, all students did not self-assess their ability at the desired level of “Skilled.”
Bibliographical noteFunding Information:
This work was funded by an American College of Clinical Pharmacy (ACCP) Seed Grant. The authors would like to acknowledge Claire Kolar for her critical review of the manuscript.
© 2016 Elsevier Inc.
- Evidence-based medicine
- Journal club
- Literature evaluation
- Pharmacy students