Evaluating Internet-based Multimedia Vignettes for Teaching Ophthalmic and Otic Drug Administration Techniques

Based in part on findings from standardized patient comprehensive skills testing by the University of Arkansas for Medical Sciences (UAMS) College of Pharmacy’s Pharmaceutical Care Evaluation Program (PCEP), opportunities were identified for enhanced training in ophthalmic medication counseling. Standardized patients are often used to assess student skills in the integration of didactic knowledge, communication abilities, and critical thinking.1-4 Ophthalmic product administration instruction occurs within the first semester of our curriculum. Two years later, in the third year, students complete a 10-station skills assessment PCEP. In the particular year that ophthalmic administration skills were evaluated (the station scenarios and skills tested change every year), opportunities for enhanced ophthalmic product administration training were identified. PCEP results of student skills using an 8-skill ophthalmic checklist (Appendix 1) produced an average score of 20.7 “skill points” out of a possible 25. This revealed to our faculty members that students were not fully assimilating typical instruction to the level that the faculty members expected, and provided an opportunity for improving instruction within our curriculum. Those who have experience with PCEP evaluations are not surprised when students do not score as well as anticipated. This ophthalmic PCEP administration skills testing was no exception. Health statistics indicate that high volumes of ophthalmic and otic medications are prescribed and dispensed annually. In the year 2003, the ophthalmic and otic drugs in the top 200 brand and generic drugs list accounted for 39.4 million individual prescriptions.5 Based upon the sheer number of prescriptions written annually for ophthalmic and otic medications and the importance of proper administration of these agents, attention was focused on the importance of verifiable specialized training in administration techniques for ophthalmic and otic medication. After identifying opportunities to correct deficiencies in the students’ knowledge base, computer-delivered training was considered an option for improving students’ performance. Further, by using the Internet, this resource material would be readily available for the students during their practice experiences and professional maturation. Accessible interactive Internet-based multimedia training vignettes presented by experts have the potential to improve student training and subsequent patient care. Within pharmacy curriculums, computeraided learning (CAL) has been used for patient encounter simulations6 and pharmacology instruction.7 In a medicine anatomy curriculum, CAL has proven an effective supplement for student learning.8 One nursing curriculum describes the use of CAL to teach students how to administer medicines.9 American Journal of Pharmaceutical Education 2005; 69 (4) Article 64.