Healthcare professional students' knowledge of drug-drug interactions

Amanda R. Harrington, Terri L. Warholak, Lisa E. Hines, Ann M. Taylor, Duane Sherrill, Daniel C. Malone

Research output: Contribution to journalArticlepeer-review

9 Scopus citations


Objectives. To evaluate changes in medical, pharmacy, and nurse practitioner students' drug-drug interaction (DDI) knowledge after attending an educational program. Design. A DDI knowledge assessment containing 15 different drug pairs was administered to participants before and after a 45-minute educational session. Evaluation. Pharmacy, medical, and nursing students scored significantly higher on the posttest assessment for DDI recognition (median change 3, 9, and 8, respectively) and management strategy (median change 5, 9, 8, respectively), indicating a significant improvement in DDI knowledge as a result of the educational session. Pharmacy students scored significantly higher on the pretest; however, no difference was observed between the students' posttest scores. Posttest scores for all student groups were significantly greater than their respective pretest scores (p, 0.001). Conclusions. Significant improvement in healthcare professional students' DDI knowledge was observed following participation in the educational session.

Original languageEnglish (US)
Pages (from-to)1-4
Number of pages4
JournalAmerican journal of pharmaceutical education
Issue number10
StatePublished - Dec 2011


  • Drug interaction knowledge
  • Drug-drug interaction
  • Medical education
  • Nurse practitioner education
  • Pharmacy education

ASJC Scopus subject areas

  • Education
  • Pharmacology, Toxicology and Pharmaceutics(all)


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