Evaluating the Educating Pharmacy Students to Improve Quality (EPIQ) Program at Seven Colleges of Pharmacy

Abstract

Objectives: To describe the implementation of the Educating Pharmacy Students to Improve Quality (EPIQ) program and assess instructors’ and students’ perceptions of the program. Method: Seven schools/colleges of pharmacy utilizing the EPIQ program were recruited to participate. Five of the seven schools collected data from students using a retrospective pretest-posttest questionnaire. Questionnaire items included: demographic/school questions, questions assessing students’ perceptions of their quality improvement knowledge, and questions assessing students’ perceptions of the importance of quality improvement and medication error reduction in pharmacy education. For student data, Rasch analysis was conducted to evaluate the change in pre- and post-questionnaire scores. Multiple linear regression was used to assess relationships between demographics/course variables and perception rating changes. Instructors using the EPIQ program at each of the seven participating schools were asked to complete a questionnaire, collecting both qualitative and quantitative data. Results: Students’ perceived their knowledge improved. The University the student attended (p = 0.02), completion of a class project (p = 0.03), and length of coverage of material (p = 0.01) were significantly related to the students’ change score. Students’ perceptions about the importance of quality improvement also positively changed. Instructors at all seven schools were positive toward EPIQ and all thought the program was useful. Instructors used the materials differently and some suggested programmatic improvements. Implications: The EPIQ program is a viable option for training pharmacy students about quality and safety