Pharmacy

Research

174 KiB

Open AccessArticle

An Evaluation of the Accuracy of Peer to Peer Surgical Teaching and the Role of the Peer Review Process

by Sheila Oh, Noel Lynch, Nora McCarthy, Tulin Cil, Elaine Lehane, Michelle Reardon, Henry Paul Redmond and Mark Corrigan

Pharmacy 2014, 2(2), 195-201; https://doi.org/10.3390/pharmacy2020195 - 5 Jun 2014

Viewed by 4900

Abstract

Background: Peer to peer learning is a well-established learning modality which has been shown to improve learning outcomes, with positive implications for clinical practice. Surgical students from across Ireland were invited to upload learning points daily while paired with their peers in a [...] Read more.

Background: Peer to peer learning is a well-established learning modality which has been shown to improve learning outcomes, with positive implications for clinical practice. Surgical students from across Ireland were invited to upload learning points daily while paired with their peers in a peer-reviewing process. This study was designed to assess content accuracy and evaluate the benefit of the review process. Method: A reflective content sample was selected from the database representing all gastrointestinal (GI) surgical entries. All questions and answers were double corrected by four examiners, blinded to the “review” status of the entries. Statistical analysis was performed to compare accuracy between “reviewed” and “non-reviewed” entries. Results: There were 15,569 individual entries from 2009–2013, 2977 were GI surgery entries; 678 (23%) were peer reviewed. Marked out of 5, accuracy in the reviewed group was 4.24 and 4.14 in the non-reviewed group. This was not statistically different (p = 0.11). Accuracy did not differ between universities or grade of tutors. Conclusion: The system of student uploaded data is accurate and was not improved further through peer review. This represents an easy, valuable and safe method of capturing surgical oral ward based teaching. Full article

(This article belongs to the Special Issue Online Learning)

541 KiB

Open AccessArticle

“Addiction Pharmacy” and the Professionalization Process: Technology-Enhanced Assessment of Reflective Practice and Teamwork

by Cicely Roche

Pharmacy 2014, 2(2), 175-194; https://doi.org/10.3390/pharmacy2020175 - 22 May 2014

Cited by 1 | Viewed by 8892

Abstract

Professionalization of pharmacy students requires that they both recognize the dynamic social contract between the public and the profession and demonstrate themselves competent in professional attributes. This pilot aims to demonstrate and assess the attributes of reflective practice and teamwork in a manner [...] Read more.

Professionalization of pharmacy students requires that they both recognize the dynamic social contract between the public and the profession and demonstrate themselves competent in professional attributes. This pilot aims to demonstrate and assess the attributes of reflective practice and teamwork in a manner that also demonstrates student recognition of the profession’s responsibilities towards addiction to medicines. The assessment of a series of 8 weekly workshops on addiction pharmacy was adapted to include an online reflection, or journal entry, after each workshop. Groups of up to five students also collaboratively prepared a letter, in the format of an online wiki or editable website, to a choice of the Minister for Health, a national newspaper or a popular television chat-show. Groups aimed to influence decision-makers in a manner supportive of society’s management of drug addiction. Online activity, grading and results of a student survey indicate that this novel assessment strategy provides a means by which aspects of the professionalization of pharmacy students might be effectively demonstrated and assessed. The article shares the assessment design, indicates how it may facilitate the demonstration and assessment of professional attributes, highlights the link with elements of the professionalization process and concludes that further investigations are merited. Full article

(This article belongs to the Special Issue Online Learning)

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722 KiB

Open AccessArticle

From Workshop to E-Learning: Using Technology-Enhanced “Intermediate Concept Measures” As a Framework for Pharmacy Ethics Education and Assessment

by Cicely Roche, Steve Thoma and Joy Wingfield

Pharmacy 2014, 2(2), 137-160; https://doi.org/10.3390/pharmacy2020137 - 30 Apr 2014

Cited by 10 | Viewed by 11647

Abstract

Workshop analysis of scenarios or vignettes has traditionally been used to develop and demonstrate the moral reasoning underpinning professional decisions. However, in order to facilitate sufficiently individualized interaction to accommodate the assessment of student competencies related to decision-making through scenarios, such workshops are [...] Read more.

Workshop analysis of scenarios or vignettes has traditionally been used to develop and demonstrate the moral reasoning underpinning professional decisions. However, in order to facilitate sufficiently individualized interaction to accommodate the assessment of student competencies related to decision-making through scenarios, such workshops are traditionally used with small groups. There are associated resource implications for the scheduling of sessions and implications for tutor time where large cohorts of students are targeted. In addition, the requirement that students be face-to-face is problematic when students are in practice placements that are geographically removed. This paper demonstrates how technology and an assessment tool, known as an “intermediate concept measure” (ICM), might help address these limitations. It introduces the background to ICMs and presents the ICM as a tool that has potential to support professional education. It also shares learning experienced by one pharmacist using ICMs in pharmacy education, provides an example of how a profession-specific ICM might be formatted, suggests how the methodology might be used in undergraduate and postgraduate education and provides samples of measurables that may be incorporated into evaluation and assessment systems; both for educational interventions delivered face-to-face or partly or entirely online. The limitations of the methodologies and suggestions for further research are included. Full article

(This article belongs to the Special Issue Online Learning)

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552 KiB

Open AccessArticle

Exploring Just-in-Time Teaching 3D Development as a Tool for Enhancing Knowledge and Understanding

by Morag C.E. McFadyen and Edward W. Watson

Pharmacy 2013, 1(2), 269-281; https://doi.org/10.3390/pharmacy1020269 - 11 Dec 2013

Viewed by 6247

Abstract

The integumentary system (skin) is the first line of defence in the body and part of the innate immune system. Within first year modules on Pharmaceutical Biology and Integrative Physiology in the Masters of Pharmacy degree at Robert Gordon University (RGU) several software [...] Read more.

The integumentary system (skin) is the first line of defence in the body and part of the innate immune system. Within first year modules on Pharmaceutical Biology and Integrative Physiology in the Masters of Pharmacy degree at Robert Gordon University (RGU) several software tools were used to support both lecture and coursework material for the immune and integumentary systems. However, students had difficulty visualizing the various layers of the skin and how they become affected by different skin lesions. As a response to these identified learning difficulties, a just-in-time teaching 3-Dimensional elearning object was developed using free-to-use 3D CAD packages alongside common elearning software. The outcome was a virtualised human arm equipped to illustrate and label primary or secondary skin lesions whilst allowing spatial manipulation of the arm. This allowed students to manipulate and identify the specific skin layers involved. Evaluation of student engagement and learning was favourable, with students reflecting that they had a better understanding of the topic. Initial findings from this study highlight the benefits of quick, low-cost 3D production processes as just-in-time teaching elearning tools that have a positive impact on students’ performance. Full article

(This article belongs to the Special Issue Online Learning)

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232 KiB

Open AccessArticle

Development of a Blended Learning Environment to Support Achievement of Graduate Outcomes through Optimal Learning in an Undergraduate Pharmacy Course

by Alyson Brown and Helen Vosper

Pharmacy 2013, 1(2), 204-217; https://doi.org/10.3390/pharmacy1020204 - 30 Oct 2013

Cited by 1 | Viewed by 6246

Abstract

The development of graduate attributes through health professional courses requires the opportunity to engage with learning and teaching activities that reflect the work-based role to which the student aspires. Such activities allow the contextualisation of discipline-specific knowledge, forging a critical understanding of the [...] Read more.

The development of graduate attributes through health professional courses requires the opportunity to engage with learning and teaching activities that reflect the work-based role to which the student aspires. Such activities allow the contextualisation of discipline-specific knowledge, forging a critical understanding of the underpinning theory, and providing a firm foundation for the development of lifelong learning skills. A blended learning approach can be particularly valuable in supporting achievement of the learning outcomes in modules where performance is measured in terms of competency in work-based scenarios. An action research approach was taken to develop and evaluate a cardiovascular risk assessment as the basis for clinically and professionally relevant problem-based learning. Support for this was provided by means of blended learning including a number of online activities. Talking wall focus groups were used to evaluate the student experience, and this was combined with quantitative data regarding student examination performance. Student performance in the cardiovascular section of the examination paper was significantly higher than in other sections. Students reported very favorably on the use of this approach to support not only examination preparation, but also in terms of developing professional identity and enhancing employability skills. Full article

(This article belongs to the Special Issue Online Learning)

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296 KiB

Open AccessArticle

An interactive E-Learning Portal in Pediatric Endocrinology: Practical Experience

by Laura J. C. Kranenburg-van Koppen, Kalinka Grijpink-van den Biggelaar and Stenvert L. S. Drop

Pharmacy 2013, 1(2), 160-171; https://doi.org/10.3390/pharmacy1020160 - 18 Oct 2013

Cited by 2 | Viewed by 6239

Abstract

Based on educational considerations, the European Society for Paediatric Endocrinology (ESPE) e-learning portal has been developed, providing an interactive learning environment for up-to-date information in pediatric endocrinology. From March 2011 to January 2012, five small-scale pilot studies were completed to assess the usefulness [...] Read more.

Based on educational considerations, the European Society for Paediatric Endocrinology (ESPE) e-learning portal has been developed, providing an interactive learning environment for up-to-date information in pediatric endocrinology. From March 2011 to January 2012, five small-scale pilot studies were completed to assess the usefulness of the structure and content by senior experts, fellows, residents and medical students. Altogether, 8 cases and 4 chapters were studied by a total of 71 individuals: 18 senior experts, 21 fellows, 10 medical students, 9 regional pediatricians and 13 residents, resulting in a total of 127 evaluations. Participants considered the portal content interesting and appreciated the way of learning compared to traditional learning from literature and textbooks. Special attention was paid to assess the personalized feedback given by experts to fellows and residents who completed the portal. Feedback from experts included both medical understanding and communication skills demonstrated by fellows and residents. Users highly appreciated the feedback of the medical experts, who brought perspectives from another clinic. This portal also offers educational opportunities for medical students and regional pediatricians and can be used to develop various CanMEDS competencies, e.g., medical expert, health advocate, and scholar. Full article

(This article belongs to the Special Issue Online Learning)

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197 KiB

Open AccessArticle

Blended Learning: Reflections on Teaching Experiences across the Pharmacy Education Continuum

by Theresa J. Schindel, Christine A. Hughes and Cheryl A. Sadowski

Pharmacy 2013, 1(2), 137-152; https://doi.org/10.3390/pharmacy1020137 - 8 Oct 2013

Cited by 6 | Viewed by 6807

Abstract

Experiences with online learning in higher education have grown due to advancements in technology, technological savviness of students, changes in student expectations, and evolution of teaching approaches in higher education. Blended learning, the thoughtful fusion of face-to-face instruction with online learning, can enhance [...] Read more.

Experiences with online learning in higher education have grown due to advancements in technology, technological savviness of students, changes in student expectations, and evolution of teaching approaches in higher education. Blended learning, the thoughtful fusion of face-to-face instruction with online learning, can enhance student learning and provide rewarding teaching experiences for faculty members. Pharmacy educators are beginning to employ blended learning across the continuum of professional education from entry-to-practice programs to continuing professional education programs. The objectives of this paper are to describe our early experiences with blended learning and how it has enhanced our teaching experiences. Possibilities for blended learning are considered as new curricula for pharmacy programs are developed at our institution. Full article

(This article belongs to the Special Issue Online Learning)

208 KiB

Open AccessArticle

Assessing Outcomes of Online Training in Public Health: Changes in Individual and Organizational Knowledge and Capacity

by John W. Wallace, Jennifer A. Horney, Rachel A. Wilfert and Lorraine K. Alexander

Pharmacy 2013, 1(2), 107-118; https://doi.org/10.3390/pharmacy1020107 - 27 Sep 2013

Viewed by 5138

Abstract

The need for a well-prepared public health workforce to prepare for and respond to threats of terrorism, infectious diseases, and other public health emergencies is well documented, as is the reality that the public health workforce in the United States is under-trained and [...] Read more.

The need for a well-prepared public health workforce to prepare for and respond to threats of terrorism, infectious diseases, and other public health emergencies is well documented, as is the reality that the public health workforce in the United States is under-trained and unprepared to handle public health emergencies. The impact of training on the public health workforce is often measured by the volume of training completed and post-course evaluation data. A survey of current, high-volume users (n = 759) of the University of North Carolina Center for Public Health Preparedness Training Web Site, defined as individuals who had completed 12 or more training modules was conducted in order to determine if measurable changes in preparedness and response knowledge and capacity were brought about by the trainings. Two-hundred and seventy respondents completed the survey (response rate = 36%), with 52% reporting employment in governmental public health. Individual changes reported as a result of training included increased personal satisfaction (71%), increased job satisfaction (38%), and recognition by supervisors for training completion (23%); Organizational changes included updates to training plans (19%), making trainings mandatory (19%), and revising standard operating procedures (13%). Results from this survey indicate that the knowledge learned from completing online trainings led to changes in individuals and, to a lesser extent, changes in organizations. Full article

(This article belongs to the Special Issue Online Learning)

239 KiB

Open AccessArticle

Self-Directed Online Learning Modules: Students’ Behaviours and Experiences

by Stephen Maloney, Joanna Hong-Meng Tai, Sophie Paynter, Kristin Lo and Dragan Ilic

Pharmacy 2013, 1(1), 8-15; https://doi.org/10.3390/pharmacy1010008 - 29 Jul 2013

Cited by 2 | Viewed by 9402

Abstract

Academic programs are experiencing pressure to produce efficiencies in education by incorporating online learning. Simply transplanting a text-based resource to an online setting by itself does not necessarily provide an effective online learning environment. In collaboration with clinical educators, our academic team constructed [...] Read more.

Academic programs are experiencing pressure to produce efficiencies in education by incorporating online learning. Simply transplanting a text-based resource to an online setting by itself does not necessarily provide an effective online learning environment. In collaboration with clinical educators, our academic team constructed an online learning activity designed to reinforce allied health student knowledge of pharmacology. However, anecdotal reports from students entering the clinical environment indicated poor engagement with the online resources. These reports prompted the need for a method of formal analysis of student engagement and insights into student preferences and behaviours with online learning. Through auditing online usage data and survey analysis, our study determines a set of practical recommendations for the design of online resources, and their implementation, in order optimise their utilization and educational value. Full article

(This article belongs to the Special Issue Online Learning)

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Review

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176 KiB

Open AccessReview

Embracing Pharmacy E-Learning: Models of Success

by Jaclyn A. Jeffries, Pamela R. Jeffries, John B. Hertig and Kyle E. Hultgren

Pharmacy 2013, 1(1), 43-52; https://doi.org/10.3390/pharmacy1010043 - 9 Aug 2013

Cited by 2 | Viewed by 6095

Abstract

Traditionally, education has revolved around the idea of a learner being taught in a physical classroom setting. With recent technological developments and the “immediate results” world we now live in, elearning has become much more common. Students and professionals are now able to [...] Read more.

Traditionally, education has revolved around the idea of a learner being taught in a physical classroom setting. With recent technological developments and the “immediate results” world we now live in, elearning has become much more common. Students and professionals are now able to access and acquire lectures, tests, certifications and degrees online. The Purdue University College of Pharmacy’s Center for Medication Safety Advancement has developed three eresources to enhance medication safety: The Veterans Affairs Yellow Belt Lean Certification Course, the Medication Safety Essentials Continuing Education Modules, and the Virtual Clean Room Simulation Certificate. These three modalities offer valuable content for additional knowledge, training and certification at a convenient location—your computer. Full article

(This article belongs to the Special Issue Online Learning)

Other

Jump to: Research, Review

1775 KiB

Open AccessConcept Paper

Designing Dialogic E-Learning in Pharmacy Professionalism Using Calibrated Feedback Loops (CFLs)

by Sue Roff

Pharmacy 2013, 1(1), 53-64; https://doi.org/10.3390/pharmacy1010053 - 2 Sep 2013

Cited by 3 | Viewed by 5833

Abstract

The feedback analytics of online software including Articulate and Bristol Online Surveys can be used to facilitate dialogic learning in a community of practice such as Pharmacy and, thereby, promote reflective learning by the creation of formative calibrated feedback loops. Based on work [...] Read more.

The feedback analytics of online software including Articulate and Bristol Online Surveys can be used to facilitate dialogic learning in a community of practice such as Pharmacy and, thereby, promote reflective learning by the creation of formative calibrated feedback loops. Based on work with medical, dental, nursing, osteopathic, and social work students, trainees, and registrants, the paper shows how an online learning community can be created along the continuum from undergraduate to registrant to develop authentic dialogic e-learning around standards of Professionalism. The Dundee PolyProfessionalism inventories and Situational Judgement Scenarios (SJSs) can be customised for Pharmacy Professionalism learning to support evidence-based curriculum design along benchmarked learning curves and to profile Professionalism learning in individuals and cohorts. Full article

(This article belongs to the Special Issue Online Learning)

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180 KiB

Open AccessDiscussion

Tips for Developing an Integrated Online and Simulation Course Based on 6-Years of Experience

by Sandra L. Kane-Gill, Evan A. Williams, Pamela L. Smithburger and Amy L. Seybert

Pharmacy 2013, 1(1), 34-42; https://doi.org/10.3390/pharmacy1010034 - 9 Aug 2013

Viewed by 5470

Abstract

Technological advancements, changes in pharmacy students’ learning preferences, and increased educational costs have necessitated the development and implementation of innovative teaching modalities. The University of Pittsburgh, School of Pharmacy has been using simulation-based learning throughout the curriculum for several years. To further advance [...] Read more.

Technological advancements, changes in pharmacy students’ learning preferences, and increased educational costs have necessitated the development and implementation of innovative teaching modalities. The University of Pittsburgh, School of Pharmacy has been using simulation-based learning throughout the curriculum for several years. To further advance this practice, a novel course was designed to teach students new concepts through online video lectures, slide sets and quizzes, and knowledge application during weekly practica time involving multiple patient cases taught with high fidelity simulation. While this course has been well received by students, it does require resources, organization, and time for development. In this article, we describe our experience developing, modifying, and sustaining this blended course with the hope that sharing our experiences over the past six years will lead to expediting successes at other institutions. Tips for success such as keeping online segments short, holding students accountable, thinking of simulation approaches beyond the mannequin, and developing standardized assessment tools are discussed. Overall the blended course of online learning and simulation is a unique educational experience akin to real-world pharmacy practice and is worth the effort with a goal of optimizing learning. Full article

(This article belongs to the Special Issue Online Learning)

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