American journal of pharmaceutical education · 2025
Reinforcing Immunology Concepts With Student Pharmacists Through a Point-of-Care Testing Lab.
СтатьяНазвание и аннотация: Перевод в очереди
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Collier Sarah P, Uroza Sarah F
Аннотация
OBJECTIVE: In US-based doctoral pharmacy education, students receive immunology instruction; however, advanced cellular and molecular concepts are often abstract and pose a challenge for many. Therefore, a first-year laboratory experience was designed for students to observe antibodies in action and connect this activity to patient care.
METHODS: Participants were enrolled in a first-year Microbiology and Immunology and an Integrated Sciences Lab course. One week after a didactic introduction, urine pregnancy tests were used in the lab to reinforce immunology concepts. Changes in participant knowledge, results interpretation and related confidence, and ability to generate patient-friendly communication were measured. Analysis was generated using GraphPad Prism and Flesch-Kincaid readability was calculated.
RESULTS: Participants (N = 88) completed the lab in the fall of 2021 and 2022. Knowledge-related item performance improved by 20.4% after the lab and was sustained on the longitudinal assessment. Reported confidence in results interpretation increased to over 90%. Participant-synthesized responses explaining the science behind point-of-care (POC) tests averaged an eighth-grade reading level. Finally, student evaluation highlights the value of integrating pharmacy practice skills and foundational science concepts.
CONCLUSION: Through an active learning experience, participants were introduced to POC testing and explained the science behind patient results. Although this lab is limited by evaluation at a single site, POC testing is readily adaptable to other foundational sciences and offers a low-cost approach to actively engage with "invisible science" concepts in a meaningful way.
METHODS: Participants were enrolled in a first-year Microbiology and Immunology and an Integrated Sciences Lab course. One week after a didactic introduction, urine pregnancy tests were used in the lab to reinforce immunology concepts. Changes in participant knowledge, results interpretation and related confidence, and ability to generate patient-friendly communication were measured. Analysis was generated using GraphPad Prism and Flesch-Kincaid readability was calculated.
RESULTS: Participants (N = 88) completed the lab in the fall of 2021 and 2022. Knowledge-related item performance improved by 20.4% after the lab and was sustained on the longitudinal assessment. Reported confidence in results interpretation increased to over 90%. Participant-synthesized responses explaining the science behind point-of-care (POC) tests averaged an eighth-grade reading level. Finally, student evaluation highlights the value of integrating pharmacy practice skills and foundational science concepts.
CONCLUSION: Through an active learning experience, participants were introduced to POC testing and explained the science behind patient results. Although this lab is limited by evaluation at a single site, POC testing is readily adaptable to other foundational sciences and offers a low-cost approach to actively engage with "invisible science" concepts in a meaningful way.