A small group assignment gives students a novel opportunity to demonstrate current clinical controversies in a self-care course.

Objective: To design and implement a small-group assignment on current event, nonprescription drug therapy questions in a self-care course, and to evaluate student performance in predefined areas.

Design: Students self-identified a current clinical question in nonprescription therapy, searched primary literature, and presented their findings to peers in class.

Assessment: Students were evaluated using a grading rubric on communication skills, ability to retrieve and analyze biomedical literature, and ability to formulate and defend an evidence-based recommendation. Overall, students performed well in all competencies, with grades ranging from 84% to 100% (median=92%). Faculty members completing a postassignment survey gave positive feedback regarding the educational value of the assignment and the ease of use of the designed rubric.

Conclusion: A course assignment that involved peer-to-peer presentations and dealt exclusively with applicable, relevant, clinical questions regarding nonprescription drug therapy gave students a novel opportunity to practice drug information skills.