(188) Repetition of Dual Peer Graded Professionally Written Drug Information Response in Third-Year Laboratory Course.

Objective : To assess the outcomes and perceptions of student pharmacists completing a professionally written drug information response repeated in a third-year laboratory course versus a first-year drug information course. It was hypothesized that students would be better equipped with the skills and knowledge necessary to successfully complete the project having been through many additional courses and experiences.

Methods: In 2022, seventy-six third-year pharmacy students completed a dual peer graded professionally written drug information response in the final semester of their integrated laboratory sequence; repeating an assignment completed during their first-year drug information course. A 40-point rubric was used to evaluate the responses following a dual peer review using the same rubric. Students were given an optional survey to assess perceptions and confidence following the activity.

Results: Students agreed, average 7.4 on a Likert scale of 1-strongly disagree to 10-strongly agree (n=64), that their medical professional writing style has improved between P1 and P3 years. Based on paired t-tests, there was a statistically significant increase in confidence (p <.001) for nine retrospective confidence questions related to drug information response skills. While there was an increase in the average final score from first to third year (89.6% vs 91.3%), it was not statistically significant. Students more strongly agreed that the assignment should be given in the first professional year (7.3) versus the third professional year (5.8).

Conclusions: Repetition of a dual peer graded professionally written drug information response may provide additional benefits through increased student confidence to complete necessary skills but did not significantly affect student grades. Further study is needed to determine optimal placement within the curriculum.