ArticleAmerican journal of pharmaceutical education2011
Pharmacy students' retention of knowledge of drug-drug interactions.
Article in American journal of pharmaceutical education, 2011. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers, 1 of them a synthesis that pooled it.
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Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
7 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Mobile Apps for Drug-Drug Interaction Checks in Chinese App Stores: Systematic Review and Content Analysis.JMIR mHealth and uHealth · 2021Pooled it
- Knowledge, attitudes, practices, and barriers toward drug-drug interaction management among pharmacists in Riyadh, Saudi Arabia: a cross-sectional study.Frontiers in public health · 2026Article
- Integration of Clinical and Scientific Principles in the Teaching of Drug-Drug Interactions.Medical science educator · 2021Article
- Assessment of Physician's Knowledge of Potential Drug-Drug Interactions: An Online Survey in China.Frontiers in medicine · 2021Article
- Evaluation of community pharmacists' knowledge about drug-drug interaction in Central Saudi Arabia.Saudi pharmaceutical journal : SPJ : the official publication of the Saudi Pharmaceutical Society · 2019Article
- A model for curricular quality assessment and improvement.American journal of pharmaceutical education · 2011Article
- Positive educational impact of mandatory student teaching sessions.American journal of pharmaceutical education · 2011Article
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5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
objectivesTo evaluate pharmacy students' drug-drug interaction (DDI) knowledge retention over 1 year and to determine whether presenting DDI vignettes increased knowledge retention.
methodsA knowledge assessment tool was distributed to fourth-year pharmacy students before and after completing a DDI educational session. The questionnaire was re-administered after 1 year to assess knowledge retention. During the intervening year, students had the option of presenting DDI case vignettes to preceptors and other health professionals as part of their advanced pharmacy practice experiences (APPEs).
resultsThirty-four of 78 pharmacy students completed both the post-intervention and 1-year follow-up assessments. Students' knowledge of 4 DDI pairs improved, knowledge of 3 DDI pairs did not change, and knowledge of the remainder of DDI pairs decreased. Average scores of the 18 students who completed all tests and presented at least 1 vignette during their APPEs were higher on the 1-year follow-up assessment than students who did not, suggesting greater DDI knowledge retention (p = 0.04).
conclusionAlthough pharmacy students' overall DDI knowledge decreased in the year following an educational session, those who presented vignettes to health professionals retained more DDI knowledge, particularly on those DDIs for which they gave presentations. Other methods to enhance pharmacy students' retention of DDI knowledge of clinically important DDIs are needed.
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