Utilizing desirable difficulties for sterile compounding training in a skills-based laboratory course

Background and purpose: Sterile compounding skills are essential components of a professional pharmacy curriculum. The theory of desirable difficulties has been used to facilitate deeper learning of material in other disciplines, but has not been described in pharmacy sterile compounding instruction. The purpose of this work was to evaluate whether challenges introduced in sterile compounding would act as desirable difficulties and result in greater student confidence in their sterile compounding competency. Educational activity and setting: Students in the fourth semester of Pharmacy Skills and Applications, a laboratory-based skills course, were presented with challenges in sterile compounding and were asked to complete a questionnaire rating their confidence and describing their experience. Findings: The majority (92.8%) of students reported that the activity increased their confidence in their sterile compounding skills. Students' open-ended responses suggested that most of the knowledge gained was strategic in nature. Discussion: The results of this activity met the instructors' initial goals by positively impacting students' confidence in their ability to overcome challenges with sterile products compounding. Course instructors may explore additional skills in which to introduce desirable difficulties in order to build student confidence. Summary: Course instructors were pleased with the implementation and results of this desirable difficulties activity and plan to continue its use again in future semesters. Incorporating more real-world challenges throughout the skills-lab course may be beneficial to student learning and confidence. With thoughtful planning, faculty at other institutions can readily incorporate similar activities within their own courses.