Evaluation of virtual course Dose calculation and medication administration numeracy skills of a private university in Medellín

Abstract

Introduction: Mathematical skills are essential for medication management as they enable accurate dose calculations. The literature highlights deficiencies in these skills, even during university education, leading to medication errors. Objective: Evaluate the effect of the virtual course "Numerical Competencies for Dose Calculation and Medication Administration" on students from a health faculty at a university in Medellín. Methodology: A quantitative, prospective pre-experimental approach. The study population consisted of 14 students who completed the entire course and participated in both the pretest and posttest. A self-developed instrument with Aiken’s V coefficient of 0.98 was used. The instrument assessed sociodemographic data, prior performance, and current perception of mathematics, numerical reasoning, the International System of Units, and dose calculation. Results: The population was predominantly female (92.9%), aged between 20 and 25 years, in their third to ninth semester, with only 21.4% employed. The perception of mathematical performance was good (42.9%) and average (21.4%). The average pretest score was 39/50 (acceptable), improving to 47.9/50 (excellent) in the post-test. Pretest topics showing the need for improvement included handling mixed fractions, kg-lb conversion (42.9% incorrect for each), and drops-per-minute calculation (64.3% incorrect). These topics showed improvement in the posttest, with a reduction in incorrect responses: mixed fractions and kg-lb conversion (21.4%) and drop rate calculation (14.3%). A Wilcoxon signed-rank test was used to compare related samples, yielding a p-value of 0.002. Conclusion: The results support the effectiveness of the virtual course. It is recommended to continue evaluating its impact on future cohorts and address the technological challenges encountered.