(377) Student Pharmacists’ Experiences and Confidence During an Online Literature Evaluation Course: A Qualitative Analysis

Objective : To assess self-reflections of student pharmacists engaged in a weekly, online, synchronous, literature evaluation course.

Methods: Qualitative methods were used to assess self-reflections of third year student pharmacists engaged in a literature evaluation course. Course format was weekly, online, synchronous, journal club (JC) discussions facilitated by two faculty members (clinical pharmacy and epidemiology backgrounds). Each week involved a different article and guest faculty joining with expertise in the topic. Pre-work comprised critical evaluation worksheets (first two weeks) and summary critique questions (remaining weeks). Self-reflections (final week) prompted for thoughtful, detailed reflections of experiences using three questions encompassing five focus areas: overall journey, beneficial course experiences, confidence, value in career, and student approaches to leading journal clubs in the future. Analysis included Grounded Theory approach: 1) line-by-line coding, 2) focused coding (two independent raters) to reveal themes within each focus area, 3) identification of supporting quotes. St. John Fisher University IRB approved this study.

Results: Sixty-four self-reflections were coded. The overall journey was described most as growth in confidence and critical evaluation skills. Beneficial experiences included repetition (weekly JCs), variation (different articles each week), scaffolding (assignments with progressively less guidance) and conversation (talking with a group). Repetition helped confidence by practicing and gaining familiarity. Value in career centered around improved patient care and applicability to clinical setting/practice. Approaches to leading JCs include strategies for engagement, active discussions, and choosing relevant topics.

Conclusions: Students in a weekly, online, synchronous JC course reported increased confidence in literature evaluation skills. Students described weekly repetition of JCs, varied article types, and scaffolded assignments as beneficial to learning and indicated value in the application of skills to clinical practice.