evaluation. The learning of the student pharmacists, the effectiveness of the content presented and the perceived value of the material were assessed. Results were collected and analyzed on quiz questions, knowledge assessment, patient case review, preliminary and post-seminary interviews, and voluntary student certification rate. Of the 132 student pharmacists enrolled in the course, 121 were proficiencyed and 126 students were granted the first attempt at a practical examination on their first attempt at knowledge assessment. Prior and complementary training showed that pharmacists were much more comfortable and recommended that services be performed after the course had ended. The modules were developed as part of the Joint Commission for Pharmaceutical Practices (JCPP) Pharmacist Patient Care Process to create a training base to support consistent, measurable, predictable and scalable implementation of included pharmacist services.17 The disease status modules provided in the Clinical Community Pharmacist Training program are listed in Table 1.16. The „Basics” module contains information on the development of a business and marketing plan, documentation and practical points. All clinical modules are based on current practical guidelines and include specific learning objectives, a review of the condition of the disease, differential diagnosis, including treatment and when, pharmacological treatment options, information on drug advice, patient follow-up recommendations, a patient screening tool and references to practical guidelines.16 Future changes will be reviewed by faculty members at the WSU College of Pharmacology. For research purposes, no surveys were conducted prior to the start of the online modules and preliminary and post-seminary surveys were not pre-tested. This information would strengthen the results, as each step of the educational process could be compared before and after. Other content relating to financial considerations, such as reimbursement and insurance valuation, will also be reviewed.
Finally, it is envisaged that the practical examination of the patient case will be transformed into an objectively structured clinical examination (OSCE) in order to create a more authentic evaluation scenario and to obtain more information on the creation of a CDTA, including the search for a physician. At the end of the online seminar, students had to demonstrate skill by achieving a minimum competency of 80% of 80%, both for an electronic assessment of knowledge and for the practical examination of the patient case. The knowledge assessment included 18 multiple-choice questions and was transmitted electronically via ExamSoft (ExamSoft Worldwide, Inc., Dallas, TX). Questions classified in Bloom`s taxonomy as a level of knowledge or application required students to be informed of complaints and minor conditions or to properly apply this knowledge to patients` short vignettes19 Evaluation questions were designed to have the same degree of difficulty as the scoring quiz and to be associated with clinical module learning objectives. Student performance data from the multiple-choice knowledge assessment and the practical examination of the patient case are useful in determining students` knowledge, but are not sufficient to measure students` interest in the material.