Development of a teaching module for parenteral drug administration and objective structured practical examination stations in pharmacology

Vasudha Devi, Prachitee Upadhye, Pradhum Ram, Ritesh G. Menezes

Research output: Contribution to journalArticle

5 Citations (Scopus)

Abstract

Objectives: Safe parenteral drug administration includes preparation of safe medication for administration. Training medical students is crucial to minimize medication administration errors. The study aims to develop a module to teach drug preparation skills and to develop objective structured practical examination (OSPE) stations to assess these skills. Students′ perceptions regarding the module were also assessed. Materials and Methods: A module was developed to teach following skills to 2 nd year medical students: Aspiration of a drug from the ampule, aspiration of the drug from the vial, aspiration of the drug in powdered form from vial (reconstitution), and setting up an intravenous (IV) infusion. A randomized case control study design was used to establish the validity of OSPE stations. Student volunteers were grouped into case (n = 20) and control groups (n = 20) by simple randomization. The test group watched videos of skills and received demonstration of skills and a practice session before OSPE, whereas the control group watched videos before the OSPE and received demonstration and a practice session only after the OSPE. Each student was assessed by two faculty members during OSPE using a validated checklist. Mean OSPE scores of control and test groups were compared using independent samples t-test. Interrater reliability and concurrent validity of stations were analyzed using interclass correlation coefficient (ICC) and Pearson correlation, respectively. Students′ responses were expressed as median and interquartile range. Results: The response rate in the questionnaire was 100%. Significant difference between mean scores (P < 0.05) of test and control groups revealed fulfillment of construct validity of OSPE stations. Interrater reliability (ICC > 0.7) and concurrent validity (r value > 7) of all the stations was high. Perceptions revealed acceptability of module and OSPE stations by students (median 4, scale 1-5). Conclusions: A module to teach drug preparation skills was developed and along with valid and reliable OSPE stations that were acceptable to students. The study demonstrated that students acquire better skills through teaching than merely watching these skills in videos.

Original languageEnglish
Pages (from-to)587-592
Number of pages6
JournalIndian Journal of Pharmacology
Volume45
Issue number6
DOIs
Publication statusPublished - 01-11-2013

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Teaching
Pharmacology
Students
Pharmaceutical Preparations
Drug Compounding
Medical Students
Control Groups
Medication Errors
Random Allocation
Checklist
Intravenous Infusions
Reproducibility of Results
Case-Control Studies
Volunteers

All Science Journal Classification (ASJC) codes

  • Pharmacology
  • Pharmacology (medical)

Cite this

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title = "Development of a teaching module for parenteral drug administration and objective structured practical examination stations in pharmacology",
abstract = "Objectives: Safe parenteral drug administration includes preparation of safe medication for administration. Training medical students is crucial to minimize medication administration errors. The study aims to develop a module to teach drug preparation skills and to develop objective structured practical examination (OSPE) stations to assess these skills. Students′ perceptions regarding the module were also assessed. Materials and Methods: A module was developed to teach following skills to 2 nd year medical students: Aspiration of a drug from the ampule, aspiration of the drug from the vial, aspiration of the drug in powdered form from vial (reconstitution), and setting up an intravenous (IV) infusion. A randomized case control study design was used to establish the validity of OSPE stations. Student volunteers were grouped into case (n = 20) and control groups (n = 20) by simple randomization. The test group watched videos of skills and received demonstration of skills and a practice session before OSPE, whereas the control group watched videos before the OSPE and received demonstration and a practice session only after the OSPE. Each student was assessed by two faculty members during OSPE using a validated checklist. Mean OSPE scores of control and test groups were compared using independent samples t-test. Interrater reliability and concurrent validity of stations were analyzed using interclass correlation coefficient (ICC) and Pearson correlation, respectively. Students′ responses were expressed as median and interquartile range. Results: The response rate in the questionnaire was 100{\%}. Significant difference between mean scores (P < 0.05) of test and control groups revealed fulfillment of construct validity of OSPE stations. Interrater reliability (ICC > 0.7) and concurrent validity (r value > 7) of all the stations was high. Perceptions revealed acceptability of module and OSPE stations by students (median 4, scale 1-5). Conclusions: A module to teach drug preparation skills was developed and along with valid and reliable OSPE stations that were acceptable to students. The study demonstrated that students acquire better skills through teaching than merely watching these skills in videos.",
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Development of a teaching module for parenteral drug administration and objective structured practical examination stations in pharmacology. / Devi, Vasudha; Upadhye, Prachitee; Ram, Pradhum; Menezes, Ritesh G.

In: Indian Journal of Pharmacology, Vol. 45, No. 6, 01.11.2013, p. 587-592.

Research output: Contribution to journalArticle

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