Healthcare professional students' knowledge of drug-drug interactions.

Amanda R. Harrington, Terri L Warholak, Lisa E. Hines, Ann M. Taylor, Duane L Sherrill, Daniel C Malone

Research output: Contribution to journalArticle

6 Citations (Scopus)

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.

Original languageEnglish (US)
Pages (from-to)199
Number of pages1
JournalAmerican Journal of Pharmaceutical Education
Volume75
Issue number10
DOIs
StatePublished - Dec 15 2011

Fingerprint

Drug Interactions
Students
drug
Delivery of Health Care
interaction
Pharmaceutical Preparations
Pharmacy Students
student
Nurse Practitioners
Nursing Students
Medical Students
educational program
nursing
nurse
participation

ASJC Scopus subject areas

  • Pharmacology, Toxicology and Pharmaceutics(all)
  • Education

Cite this

Healthcare professional students' knowledge of drug-drug interactions. / Harrington, Amanda R.; Warholak, Terri L; Hines, Lisa E.; Taylor, Ann M.; Sherrill, Duane L; Malone, Daniel C.

In: American Journal of Pharmaceutical Education, Vol. 75, No. 10, 15.12.2011, p. 199.

Research output: Contribution to journalArticle

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