A peer-teaching model to reinforce clinical knowledge of commonly prescribed medications

Objective. To increase student knowledge and confidence regarding commonly prescribed medications by completing a series of peer teaching activities. Methods. Third-year pharmacy students (n=98) engaged in the RxReady peer teaching series. Each student was assigned a drug to learn in-depth; however, twenty-four students were randomly selected and guided to provide peer teaching regarding a single medication. Assessment methods included pre- and post-quiz and anonymous surveys about the peerteaching modality. Students also provided qualitative feedback on the series at the end of course survey. Results. Among 96 students who completed the pre- and post-quizzes, there was a mean increase of 15% (SD=11) on the post-quiz compared to the pre-quiz. Ninety-two (96%) students achieved a higher score on the post-quiz. There was no difference in mean percent change between pre-and post-quiz for students who presented in class compared versus those who did not (17% [SD=10] versus 15% [SD=11], respectively). Results indicated that student-reported confidence significantly improved across all drug knowledge categories; in each category, the median confidence score increased from 2 (somewhat confident) to 3 (moderately confident). Generally, student qualitative feedback was positive and provided suggestions to improve the content and design. Conclusion. Peer teaching approach can assist in targeting gaps in drug knowledge and help to build learner-reported confidence.