450. Outcomes of Peer Instruction in an Infectious Diseases Elective Course for Third-Year Pharmacy Students
Session: Poster Abstract Session: Innovations in Medical Education
Thursday, October 8, 2015
Room: Poster Hall
  • Shah - Peer Instruction in Infectious Diseases Elective for Third Year Pharmacy Students.pdf (389.9 kB)
  • Background: An abbreviated 7-week course on advanced infectious diseases pharmacotherapy was developed and delivered by infectious diseases pharmacists for third-year students in a PharmD program. The course included faculty-generated instruction (75%) and student-generated instruction (25%). Technology was used to capture and post student-generated instruction for asynchronous learning outside of class. There are limited data on the use of technology for peer-to-peer instruction and its impact on student performance. The study objective was to compare student performance on faculty- versus student-generated instruction.

    Methods: Students worked in small groups to develop and asynchronously deliver case-based presentations on novel topics within infectious diseases not seen before in the curriculum. The course coordinators ensured accuracy of student-generated instruction. Student performance on faculty- and student-generated content was compared by using item analysis of exam questions on a cumulative assessment; all questions were written by faculty. A survey was administered at the beginning and end of the course to determine student attitudes towards technology and peer instruction.

    Results: The course was offered in the Spring semesters of 2013-2015. All fifty-nine students enrolled were included in the data analysis of exam questions. The survey response rate was 98%. Exam item analyses showed similar student performance between faculty- and student-generated content (see Table 1). Many students indicated a lack of experience in using technology for peer instruction. Student comfort with being assessed on peer-generated content improved from 76% to 95%, and 95% were confident that they learned from their peers.

    Conclusion: The use of technology may allow for peer-to-peer instruction without adversely affecting student performance. This method augmented traditional classroom instruction in an abbreviated course on advanced infectious diseases pharmacotherapy.

    Table 1: Comparison of Student Performance on Exam Questions


    Percent of Exam Questions Answered Correctly

    Correct Response

    Faculty-generated instruction

    Student-generated instruction













    Bhavik Shah, PharmD, BCPS, AAHIVP and Jason Schafer, PharmD, MPH, BCPS, AAHIVP, Jefferson School of Pharmacy, Thomas Jefferson University, Philadelphia, PA


    B. Shah, None

    J. Schafer, None

    Findings in the abstracts are embargoed until 12:01 a.m. PDT, Wednesday Oct. 7th with the exception of research findings presented at the IDWeek press conferences.