PT  - JOURNAL ARTICLE
AU  - Amanda Margolis
AU  - Shweta Shah
AU  - Connie Kraus
AU  - Denise Walbrandt Pigarelli
TI  - Longitudinal Assessment of Pharmacy Students’ Confidence and Skill in Providing Evidence-based Answers to Clinical Questions
AID  - 10.5688/ajpe7884
DP  - 2020 Oct 01
TA  - American Journal of Pharmaceutical Education
PG  - ajpe7884
VI  - 84
IP  - 10
4099  - http://www.ajpe.org/content/84/10/ajpe7884.short
4100  - http://www.ajpe.org/content/84/10/ajpe7884.full
SO  - Am J Pharm Educ2020 Oct 01; 84
AB  - Objective. To assess Doctor of Pharmacy (PharmD) students’ skills and confidence in using an evidence-based medicine (EBM) approach to answer practice-based, clinical questions.Methods. Pharmacy students’ ability to provide evidence-based answers for real-world clinical questions was assessed at two time points in the PharmD curriculum using a standard tool and trained evaluators. Pharmacy students’ confidence regarding their EBM skills was self-assessed at four points in the program, with the first survey administered before the EBM sequence and the final survey administered prior to graduation. The survey included five self-assessed skill questions and nine self-confidence questions.Results. Two hundred twenty-four students from two graduating classes were included in the analysis. Over 97% of students received passing scores on their clinical inquiries (mean score=90.4%), confirming their competency in EBM skills. Students’ survey responses on all self-assessed skill and confidence questions improved significantly from baseline to graduation.Conclusion. Longitudinal teaching of EBM concepts and opportunities for skills practice developed PharmD students’ ability to successfully provide evidence-based answers to authentic clinical questions. This was consistent with students’ confidence level and self-assessed skill levels reported on surveys. Future directions include confirming students’ use and understanding of EBM concepts after graduation.