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Level of activity: Advanced

Setting: Classroom, APPE

Mapping

ACPE Standards 2016: 2.1, 2.2, 2.4, 3.1, 3.2, 3.6

EPAs: Information Master (Evidence-based care)

Instructors can request access to the Instructor's Guide on AccessPharmacy. Email User Services (userservices@mheducation.com) for more information.

Contributors

Mikiko Takeda, PharmD, MS, PhC, is Associate Professor of Pharmacy Practice and Administration Sciences at University of New Mexico College of Pharmacy (UNMCOP). Dr. Takeda received her Doctor of Pharmacy degree from Roseman University of Health Sciences. She completed a fellowship at the University of Kansas School of Pharmacy in 2012 and received her Master of Science in Clinical Research in 2013. As a pain and epilepsy specialized pharmacist clinician, she works at ambulatory care clinics at the University of New Mexico and First Choice Community Health Center in Albuquerque, New Mexico. She has served as an instructor and organizer of Aspect of Patient Care Laboratory at UNMCOP since 2013 and has developed unique lab activities to increase students’ learning.

Melissa Roberts, MS, PhD, is Assistant Professor of Pharmacy Practice and Administration Sciences at University of New Mexico College of Pharmacy (UNMCOP). She received her Master of Science in Health Systems at Georgia Institute of Technology and her Doctorate in Pharmaceutical Sciences at the University of New Mexico. Her teaching and research focuses on pharmaceutical cost-effectiveness and pharmacoepidemiology.

Brief Overview and Setting

The purpose of this activity is to utilize literature evaluation skills to develop a pharmacy formulary. This activity is suitable for students with knowledge of how to constructively critique an article summarizing a clinical trial and with knowledge of basic pharmacoeconomics. This exercise is oriented for a pharmacy student in the third year of pharmacy school (P3) in a 4-year program and is included as part of an Aspect of Patient Care Laboratory course. The goal of this activity is to critically evaluate evidence for a new drug used as a treatment for a disease state and compare that with evidence for an existing drug or another new drug with similar efficacy by evaluating peer-reviewed clinical trials. This activity requires an individual preparation phase (Step 1) and a group work phase (Step 2). Groups are formed with at least six students—three will read an article about Drug A and another three will read about Drug B.

The results of the individual and group efforts are presented in class. This two-step analysis can help students become familiar with the pharmacy formulary process.

Learning Objectives

  1. Analyze efficacy and safety of a drug for a specific disease condition by evaluating peer-reviewed clinical trials.

  2. Determine a classification for clinical trial articles evaluated (Class I, II, II, or IV).

  3. Determine the level of evidence of the drug for the disease state (Level A, B, C, or U).

  4. Select a drug to ...

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