Medical, nursing, and pharmacy students’ ability to recognize potential drug–drug interactions: A comparison of healthcare professional students

Journal of the American Academy of Nurse Practitioners (Impact Factor: 1.02). 03/2011; 23(4):216 - 221. DOI: 10.1111/j.1745-7599.2011.00599.x
Source: PubMed


Purpose: To evaluate and compare the drug–drug interaction (DDI) knowledge of pharmacy, medical, and nurse practitioner (NP) students who are beginning supervised clinical practice.
Data sources: 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 Colleges of Medicine, Pharmacy, or Nursing's NP program. Students were asked to assess 15 drug pairs and to select an appropriate management strategy for each pair. The primary outcome measure was the ability to correctly categorize each drug pair into one of the five management responses. The secondary outcome measure was the number of clinically significant DDIs recognized.
Conclusions: Pharmacy students demonstrated significantly better knowledge than medical and NP students with respect to identifying and selecting management strategies for possible DDIs. However, there is much room for improvement for all groups.
Implications for practice: An increase in curricular content that focuses on DDIs has the potential to better prepare medical, pharmacy, and NP students for practice situations involving DDI alerts, and to increase the quality of patient care.

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Available from: J Michael Menke
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    • "In a review on hospitalisations and emergency department visits due to drug–drug interactions [38], DDIs were responsible for 0.05% of the Emergency Department visits, 0.57% of the admissions and 0.12% of the re-hospitalisations. We should note that these percentages may be an underestimation, because it is possible that medical practitioners and pharmacists did not recognise adverse patient outcomes caused by DDIs [39,40]. "
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    ABSTRACT: To evaluate changes in medical, pharmacy, and nurse practitioner students' drug-drug interaction (DDI) knowledge after attending an educational program. A DDI knowledge assessment containing 15 different drug pairs was administered to participants before and after a 45-minute educational session. Pharmacy, medical, and nursing students scored significantly higher on the posttest assessment for DDI recognition (median change 3, 9, and 8, respectively) and management strategy (median change 5, 9, 8, respectively), indicating a significant improvement in DDI knowledge as a result of the educational session. Pharmacy students scored significantly higher on the pretest; however, no difference was observed between the students' posttest scores. Posttest scores for all student groups were significantly greater than their respective pretest scores (p < 0.001). Significant improvement in healthcare professional students' DDI knowledge was observed following participation in the educational session.
    Full-text · Article · Dec 2011 · American journal of pharmaceutical education
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