Medical, Nursing, and Pharmacy Students’ Ability to Recognize Potential Drug-Drug Interactions: A Comparison of Healthcare Professional Students
AffiliationCollege of Pharmacy, The University of Arizona
MeSH SubjectsDrug Interactions
MetadataShow full item record
RightsCopyright © is held by the author.
Collection InformationThis item is part of the Pharmacy Student Research Projects collection, made available by the College of Pharmacy and the University Libraries at the University of Arizona. For more information about items in this collection, please contact Jennifer Martin, Associate Librarian and Clinical Instructor, Pharmacy Practice and Science, firstname.lastname@example.org.
PublisherThe University of Arizona.
AbstractOBJECTIVES: The purpose of this study is to evaluate and compare the DDI knowledge of pharmacy, medical, and nurse practitioner students who are beginning clinical clerkships. METHODS: This study utilized a prospective evaluation of DDI knowledge among healthcare professional students who were currently enrolled in their final didactic year at the University of Arizona College of Medicine, College of Pharmacy, or College of Nursing’s nurse practitioner course. Students were provided with 15 possible DDI pairs, and asked to select an appropriate management strategy for each pair. Management options included: “Avoid Combination,” “Usually Avoid Combination,” “Take Precaution,” “No Special Precaution,” and “Not Sure.” The primary outcome measure was the ability to correctly categorize each DDI pair into one of the five management responses. The secondary outcome measure was the number of clinically significant DDIs recognized. Analysis of variance was used to evaluate differences between groups. An alpha of 0.05 was set a-priori. RESULTS: Response rates were 61% for medical students (72 of 119), 82% for pharmacy students (64 of 78) and 100% for nurse practitioner students (29 of 29). The mean number correct for management strategies was comparable in the medical students (2.5, SD= 1.9) and nurse practitioner students (3.0, SD= 1.9), while the pharmacy students had a mean score of 6.1 (SD= 2.2) correct answers. There was a significant difference between the groups in correct responses (p< 0.001). In regards to student ability to identify interactions, the mean number correct was 10.1 (SD= 2.6), 5.0 (SD= 3.3), and 4.4 (SD= 3.0) for pharmacy, medicine, and nursing respectively (F= 60.6; p< 0.001). Post hoc analysis demonstrated that pharmacy students performed significantly better than medical and nurse practitioner students in regards to their ability to: 1) select management strategies for DDI pairs; and 2) identify a DDI interaction. No significant differences were found between the medical and nurse practitioner students. CONCLUSIONS: Pharmacy students demonstrated better knowledge than medical and nurse practitioner students with respect to identifying and selecting management strategies for possible DDIs. However, there is much room for improvement for all groups.
DescriptionClass of 2009 Abstract
Showing items related by title, author, creator and subject.
The effects of curricular and institutional changes on student-faculty and student-student relations at the Sloan School of ManagementHorn, Daniel Alan (The University of Arizona., 2001)This study tests hypotheses posed in a 1983 article regarding the Sloan School of Management and the Harvard Business School (HBS). In this article, Van Maanen (1983) states that student-faculty and student-student relations in the two MBA programs differ due to their contrasting institutional and curricular characteristics. Subsequently, the Sloan School of Management adopted some of the same characteristics found at HBS. By adopting a cohort system, eliminating the master's thesis as a degree requirement, increasing its program size, and placing greater emphases on student in-class participation and faculty teaching quality relative to research production, the Sloan School has begun to resemble HBS structurally. Through interviews with MBA students, faculty members, and administrators as well as observations of classes and analysis of documents including course syllabi, this study attempts to determine whether the Sloan culture resembles that found in the literature on HBS. The results show that Sloan's culture looks more similar to that at HBS in some ways. Most importantly, the implementation of the cohort system has increased the sense of cohesiveness among students. In this manner, the Sloan culture has begun to resemble that at HBS. The more dramatic effects on student-faculty and student-student relations that are attributed to the HBS cohort, however, have not begun to appear at Sloan. Nor have the increased emphases on student in-class participation and faculty teaching quality had the same effects at Sloan as they have at HBS.
The effects of testing adaptations on students' standardized test scores for students with visual impairments in ArizonaJackson, Lisa Monica (The University of Arizona., 2003)To meet requirements of Child Left Behind (NCLB) and the Individuals with Disabilities Education Act (IDEA), students with disabilities must be included in standardized assessment to measure their progress in the general curriculum (Public Law 107-110, 2002; Education Development Center, 1999). When implementing standardized assessments, all aspects of the assessment are to be standardized, to include administration procedures and time (Packer, 1989). The purpose of this study was to determine the relationship of testing modifications, a type of adaptation that may be necessary for students with disabilities, and the effects of demographic information on test scores for students with visual impairments. Ethnicity, home language, reading medium, and disability classification were considered. Typical testing modifications and possible re-occurring cluster data were analyzed. The sample consisted of 71 students in grades two through nine who attended a specialized school for the visually impaired or a public school with support from teachers of the visually impaired. Students' 2001--02 stanine scores for Total Reading, Total Mathematics, and Language from the Stanford Achievement Test, 9th edition were analyzed. A factorial analysis of variance (ANOVA) and factorial analysis of covariance (ANCOVA) were used to analyze previously collected data. A principal components analysis was completed on modification data to reduce the modifications into common reoccurring clusters. ANOVA and ANCOVA results indicated that reading medium, alone or in a cluster, has an effect on Total Mathematics and Language scores. In both the ANOVA for Language and the ANCOVA for Total Mathematics the reading medium of large print had the highest mean score followed by print then Braille. The ANOVA for Total Mathematics results showed print had a slightly higher mean score than large print, followed by Braille. When analyzing testing modification an effect was found in the area of Total Mathematics when reading medium was combined or clustered with other variables. When completing the principal component analysis the 19 variables were clustered and reduced to 4 components.