The Effect of Several Factors on Student Pharmacists’ Choice of Drug Information Resources

Main Article Content

Jason W. Guy
Hilary Mandler
Isha Patel
Andrew Hvizdos
Megha Patel

Abstract

Introduction: The provision of drug information (DI) is a fundamental responsibility of pharmacists. The availability of advanced technology and mobile devices has greatly affected how drug information is retrieved.  Utilization of these resources and references are unique skills taught in pharmacy programs to help meet the need of pharmacists in practice and to meet national accreditation standards.  Currently there is little information on how different factors influence pharmacy students’ choice of drug information resources.

Methods: A prospective, cross-sectional survey was developed to assess pharmacy students’ utilization of tertiary DI resources by age, gender, and year in professional program. The survey was developed using the software Qualtrics® and contained questions pertaining to the selection of specific tertiary DI resources used most often for a variety of DI topics. Differences between groups were calculated using ANOVA.

Results: Students in their P4 year utilized tertiary DI resources more frequently than students in their P1 and P2 year (p= <0.001, 0.001 respectively).   There were no differences in the frequency of resource utilization between males and females surveyed (p=0.656, MD = 0.0652). Total usage of DI resources differed by year in professional school.

Conclusion: The results of this study may be beneficial to pharmacy schools as it provides insights into the factors that influence student preference for tertiary drug information resources.  This study found that age, year in school, and type of drug information request impacted students’ use of tertiary DI resources.

Keywords:
Drug information, pharmacy education, resources, medication information, pharmacy students.

Article Details

How to Cite
Guy, J. W., Mandler, H., Patel, I., Hvizdos, A., & Patel, M. (2019). The Effect of Several Factors on Student Pharmacists’ Choice of Drug Information Resources. Advances in Research, 20(3), 1-10. https://doi.org/10.9734/air/2019/v20i330157
Section
Original Research Article

References

Banker G, Siepmann J, Rhodes C. Modern Pharmaceutics, 4th Edition. Boca Raton (FL): Taylor & Francis Group; 2002.

Ghaibi S, Ipema H, Gabay M. ASHP Guidelines on the Pharmacist’s Role in Providing Drug Information. Am J Health-Syst Pharm. 2015;72(7):573-7.

Alnaim L, Abuelsoud N. Evaluation of Electronic Information Resources for Questions Received by a College of Pharmacy Drug Information Center. Drug Information. 2007;41(4):441-8.

Beckett R, Henriksen JA, Hanson K, Robison H. Teaching Student Pharmacists to Apply Drug Literature to Patient Cases. Am J Pharm Educ. 2017;81(2): 34.

Phillips J, Gabay M, Ficzere C, Ward K. Curriculum and Instructional Methods for Drug Information, Literature Evaluation, and Biostatistics: Survey of US Pharmacy Schools. Ann Pharmacother. 2012;46(6): 793-801.

Nasser S, Saad A, Karaoui L. Mapping of the biomedical literature evaluation competencies based on pharmacy students’ feedback. BMC Medical Education. 2016;16(59):1-7.

Earl G. Using Cooperative Learning for a Drug Information Assignment. Am J Pharm Educ. 2009;73(7):132.

O’Sullivan TA, Phillips J, Demaris K. Medical Literature Evaluation Education at US Schools of Pharmacy. Am J Pharm Educ. 2016;80(1):5.

Accreditation Council for Pharmacy Education. Accreditation Standards and Guidelines for the Professional Program in Pharmacy Leading to the Doctor of Pharmacy Degree.
Available:https://www.acpe-accredit.org/pdf/FinalS2007Guidelines2.0.pdf.
[Published 14 February 2011]

Momary KM, Lundquist LM. Student pharmacists' preparedness to evaluate primary literature pre- and post-Advanced Pharmacy Practice Experiences. Curr Pharm Teach Learn. 2017;9(3):468-72.

Scott D, Friesner D, Miller D. Pharmacy Students’ Perceptions of Their Preparedness to Provide Pharmaceutical Care. Am J Pharm Educ. 2010;74(1):1-8.

Accreditation Council for Pharmacy Education. Accreditation Standards and Key Elements for the Professional Program in Pharmacy Leading to the Doctor of Pharmacy Degree. Available:https://www.acpe-accredit.org/ pdf/Standards2016FINAL.pdf.
[Published 2 February 2015]

Hanrahan C, Cole S. Assessment of drug information resource preferences of pharmacy students and faculty. J Med Lib Assoc. 2014;102(2):117-21.

Ugaz A, Resnick T. Assessing print and electronic use of reference/core medical textbooks. J Med Libr Assoc. 2008; 96(2):145-7.

Stolte S, Richard C, Rahman A, Kidd R. Student Pharmacists’ Use and Perceived Impact of Educational Technologies. Am J Pharm Educ. 2011;75(5):1-6.

Teevan C, Li M, Schlesselman L. Index of Learning Styles in a U.S. School of Pharmacy. Pharm Pract (Granada). 2011; 9(2):82-7.

Bouldin A. Study of Learning Style Preferences; 2002. Available:www.olemiss.edu/programs/pharmednet/VARK/
[Accessed 3 September 2015]

Hughes G, Patel P, Mason C. Medical Resident Choices of Electronic Drug Information Resources. Journal of Pharmacy Practice. 2015;38(3):280-3.

American Association of Colleges of Pharmacy. Academic Pharmacy’s Vital Statistics. Published; 2019. Available:https://www.aacp.org/article/academic-pharmacys-vital-statistics.
[Accessed 9 May 2019]

Randhawa A, Babalola O, Henney Z, Miller M, Nelson T, Oza M, et al. A Collaborative Assessment among 11 Pharmaceutical Companies of Misinformation in Commonly Used Online Drug Information Compendia. Ann Pharmacother. 2016;50(5):352-9.