Perceptions of near-peer teaching in a pharmacy skills-based laboratory.

OBJECTIVE: To assess the perception of students, faculty, and previous lab coaches on a near-peer teaching model integrated into a skills-based laboratory. METHODS: As part of a longitudinal near-peer teaching experience, third professional year students are utilized as lab coaches in a skills-based laboratory course. Lab coaches deliver lectures, provide feedback, facilitate activities, and assist with class preparation spanning 2 semesters for first and second professional year students. Students enrolled in the courses received an anonymous 12-question survey to assess the comfort and helpfulness of feedback when working with a lab coach and faculty during the 2021-2022 academic year. Statistical analysis was conducted using descriptive and inferential statistics for survey questions, and thematic analysis for open-ended responses. Semi-structured interviews with previous lab coaches and faculty were conducted, and thematic analysis was utilized for the responses. RESULTS: The student survey had an 81.4% response rate (n = 114). Students were significantly more comfortable working with and asking questions to a lab coach than a faculty instructor (mean [SD] of 4.78 [0.66] vs 4.44 [0.75]). Nine (75%) previous lab coaches and 6 (43%) faculty members were also interviewed. A total of 6 themes regarding perceptions of the lab coach position emerged: positive impact on personal and professional development; relationship building; rewarding experience recommended to others; robust teaching experience; struggles and challenges faced by both faculty and lab coaches; appreciation of the position by faculty. CONCLUSION: Implementing near-peer teachers into a pharmacy skills-based laboratory was very well received by students, previous lab coaches, and faculty.

The Importance of Written Feedback on the Individual and Team Performance of Student Pharmacists.

Objective. To analyze the impact of written feedback provided using an online peer and self-evaluation tool on the individual and team performance of student pharmacists.Methods. Student pharmacists enrolled in two sections (section A=29 students; section B=32 students) of a required first-year pharmacy course were assigned to teams of six and given a project-based assignment in which they worked together to solve an authentic health care-related problem. Students used the Comprehensive Assessment of Team-Member Effectiveness (CATME) online peer and self-evaluation system to evaluate their peers at several points during the project. Students in section A were given both the survey ratings and written feedback from their peers, while students in section B were only given the survey ratings. Data from CATME as well as from student focus groups were used to assess students' perceptions of the usefulness of peer assessments and the impact of written feedback.Results. For 14 of the 15 items on the survey, mean scores of students in section A were higher than those for students in section B, indicating that students in section A had generally higher agreement with and affirmation of positive statements related to peers giving and receiving feedback from one another. Quantitative and qualitative data indicated that students had an overall positive perception about the usefulness of the CATME tool for evaluating individual and team performance. More specifically, both the quantitative analysis and focus group feedback revealed notable differences in perceptions about peer feedback between students in the group that only received survey ratings and students in the group that received both survey ratings and written feedback.Conclusion. The survey results and focus group themes indicated that student pharmacists had positive perceptions about the CATME tool but that the ratings had a more meaningful impact when the written comments of their peers were also shared with them.

An elective course in information mastery.

OBJECTIVE: To design and implement an elective course in information mastery and assess its impact on students' ability to identify information needs and formulate clinically relevant, evidence-based answers. DESIGN: A semester-long (15-week) elective course was offered to third-year (P3) doctor of pharmacy (PharmD) students that outlined the necessary knowledge and skills for using information mastery in evidence-based practice. ASSESSMENT: Results of a pre- and postcourse survey instrument demonstrated an increase in students' knowledge of information mastery and confidence in and familiarity with the practice of evidence-based medicine in pharmacy. Students who had completed the elective were able to provide higher quality search strategies and evidence-based answers to a clinical question than other P3 students, and P4 students who did not participate in the elective. CONCLUSION: An elective course in information mastery improved students' knowledge and understanding of information mastery as it pertains to practicing evidence-based medicine.