Pharmacist-led education curriculum for fourth-year medical students: a single-center experience

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Bashayer Mohammed Alshehail
Haytham Abdulaziz Wali
Zainab Al Jamea
Nouf Alotaibi
Abdulsalam Alasseri
Abdulaziz Aldahami
Abdulsattar AlHussain
Duaa Alsulaiman
Ebtesam ALGeri
Mohammad Alhassan
Salma Ansassy
Hani Alharbi
Fatma AlRoubia
Mohab Manna
Marwan Alwazzeh
Sara Al-Warthan


Pharmacist-led Education, Curriculum, Medical Students, knowledge, Interprofessional Education


Background: Doctors are usually challenged by the transition between theoretical basic science knowledge and actual clinical practice. Thus, a critical educational intervention is the early incorporation of pharmacists into the pharmacotherapy courses for undergraduate medical students from their college years and moving to the practice setting. Objective: We sought to determine if a pharmacist-led education course would improve medical students’ knowledge of general pharmacotherapy topics. Methods: All fourth-year female medical students were invited to enroll in the pharmacy practice curriculum between January and March 2022. The program was divided into three main domains: formal lectures, a hands-on prescription writing skills session, and on-site pharmacy practice sessions. The pharmacy practice session was divided into three sections: first section pharmacy practice, second section pharmacy innovation, and the third section clinical pharmacy. Those who completed the curriculum were requested to complete preand post-session assessments and curriculum evaluations. Results: One hundred fourteen medical students enrolled in the pharmacy practice module. One hundred eleven (97.4%) completed the pre-and post-course assessment. After completing the module, the medical students’ knowledge scores improved from pre- to post-course. A significant difference in the overall knowledge was observed between the pre-course and post-course scores (9.51 versus 16.04; p<0.001). The difference between the pre-course and post-course scores was also significant when comparing the knowledge per each part of the assessment, showing an average score of 2.78 versus 4.05 (p<0.001) for the first section; 3.39 versus 5.49 (p<0.001) for the second section; 3.34 versus 6.48 (p<0.001) for the third section. The program received overall positive feedback; the experience was rated overall as “Excellent” by 73% of the participants. Conclusion: We have demonstrated the impact of a pharmacist-led curriculum for medical students on improving their knowledge of fundamental pharmacy practice areas.

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