Contributions of a blended learning based on peer evaluation for teaching drug-drug interactions to undergraduate pharmacy students

摘要

Numerous studies have pointed out the need for better training of healthcare professionals in drug-drug interactions management in order to minimize adverse drugs reactions impacts on patients. The aim of this study was to evaluate the benefits of a blended learning strategy based on peer evaluation (PE) for teaching drug-drug interactions to undergraduate pharmacy students. Third-year pharmacy students (n?=?72) from the University of Limoges were involved in a hybrid teaching using the Moodle platform (2.9 version). After the theoretical lectures, an online activity was proposed to students. Each student submitted a report addressing a clinical case for peer evaluation. Students evaluated the pedagogical approach using an online survey. Quantitative benefits were assessed from students randomly assigned into two groups: PE in pharmacodynamics items (PE-PD) or PE in pharmacokinetics items (PE-PK). During this activity, three marks were given: one from peers for their evaluation work and two from teachers for oral group presentation of the clinical cases and for the final written examination. Statistics were performed using two-tailed unpaired t-test and significance was set for p??0.05. Only a few students (n?=?14, 20.6%) were aware of the peer evaluation principle and even less, only one student (n?=?1, 1.5%), had already encountered it. Students considered that they benefited from this evaluation (n?=?65, 95.6%); from their work being reviewed (n?=?62, 91.2%) and that they participated in improving their classmates understanding (n?=?59, 86.8%). Peers’ allocated marks were similar in the two PE groups (PE-PD?=?17.4?±?1.4; PE-PK?=?17.3?±?1.4). Teachers’ marks for oral presentation were significantly lower for pharmacodynamics than for pharmacokinetics items (PE-PD?=?15.2?±?1.2; PE-PK?=?16.1?±?2.1; p??0.05). The final examination marks were equivalent in both groups (PE-PD?=?11.0?±?2.1; PE-PK?=?11.2?±?1.9). Besides the fact that a major short-term quantitative improvement was not detected, our teaching approach was qualified as being a positive and stimulating learning tool by students.