Teaching Independent Decision-Making Through a Computer-Based Drug Utilization Review Simulation

• Published in: The Journal of pharmacy technology Vol. 39; no. 4; pp. 164 - 171
• Main Authors: Peddi, Apryl N., Eukel, Heidi N., Meyer, Brittney A., Caldas, Lauren M.
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.08.2023
• Subjects: Research Reports; formative feedback; drug utilization review; pharmacy skills laboratory; medication-related problems
• ISSN: 8755-1225; 1549-4810
• DOI: 10.1177/87551225231179327

Background: Drug utilization review (DUR) skills are important for pharmacists across all settings. Computer-based DUR simulations to teach student pharmacists are currently scarce. This article describes a computer-based DUR simulation that required limited faculty and financial resources and was implemented in collaboration among 3 institutions. Objective: To describe the innovation of a computer-based DUR simulation and its impact on pharmacy students’ knowledge and confidence of DUR skills. Methods: This pre-post educational study assessed a computer-based DUR simulation that replicated the DUR process in dispensing systems. First- and third-year pharmacy students at 3 institutions were guided through simulated patient cases with various medication-related problems. The self-paced activity provided students with immediate, formative feedback and rationale for each option after an attempt was made in lieu of faculty intervention. Students completed pre-and post-assessments to evaluate changes in knowledge and confidence. Knowledge was assessed by comparing results of multiple choice and matching questions on the pre- and post-assessments. Confidence was assessed by the change in self-reported confidence scale measurements. Results: Students at all institutions (N = 405) had nonsignificant changes in knowledge scores from the pre-assessment to the post-assessment, with the exception of 1 question. All confidence survey questions significantly improved from pre- to post-assessment. Conclusion: The DUR educational innovation had a nonsignificant overall impact on students’ knowledge but significantly improved confidence in their abilities. Skills-based instruction provides additional practice to increase student confidence.