Is a FASTHUG enough? Going beyond mnemonics for the next generation of pharmacy learners

Abstract

AbstractMnemonic devices are acronyms, abbreviations, or other learning tools that have been used for decades to memorize basic concepts. They are ubiquitous in teaching settings, including among intensive care unit (ICU) pharmacists, where the mnemonic FASTHUG (Feeding, Analgesia/Sedation, Thromboembolic prophylaxis, Head of bed, Ulcer prophylaxis, Glucose) is commonly cited. FASTHUG has existed since 2005 and serves as a reminder for key components of care for a critically ill patient. Due to the popularity of this acronym, multiple iterations have been created, where creative authors update, change, and/or add to the mnemonic. While FASTHUG is a unique learning tool with strengths for the entire care team, it has clear pitfalls when used in the pharmacy learning setting (i.e., during advanced practice rotations or for a postgraduate year 1 resident). This has led to the implementation of distinct mnemonic tools which are more specific to pharmacy interventions. The result is a myriad of published tools available for preceptors with limited data supporting their use in practice. A thorough understanding of the educational benefits of mnemonic devices paired with a recognition of their pitfalls can improve learning experiences. This review is designed to help preceptors understand the role of mnemonic devices and deploy them strategically for pharmacy learners. Furthermore, current pharmacy learners have different needs and characteristics when compared with other generations. This may alter the current students' level of comfort with utilizing mnemonics. Alternative teaching strategies that may be more beneficial for today's learners include technology and media utilization, scenario‐based discussions, and hands‐on application of mnemonics. Pharmacists who understand these variables can optimize their rotations and improve the learning experience for both themselves and their learners.