No abstract

Background: Synchronous hybrid instruction offers flexible learning opportunities by allowing a portion of students to attend class sessions on campus while simultaneously allowing the remaining students to attend remotely. Although such flexibility may offer a number of advantages for pharmacy students, one area of concern is whether online participation options within synchronous hybrid courses can promote similar levels of engagement as courses that are designed entirely for face-to-face (FTF) participation. Objectives: The objective of this study was to evaluate the impact of synchronous hybrid instruction on pharmacy students’ engagement in a pharmacotherapy course. An evaluation was completed to determine if students were more likely to actively engage in class when they were participating remotely via teleconferencing technology or when FTF. Additionally, students’ perspectives were evaluated to determine their views of the benefits and challenges of the hybrid model for engagement in learning. Methods: The course utilizes team-based learning to apply critical thinking skills and develop a comprehensive care plan. A mixed methods approach was used to examine students’ engagement in the hybrid learning environment by quantitatively analyzing students’ responses to likert-scale survey items and qualitatively analyzing their responses to open-ended survey questions. Results: Students reported they were more likely to actively listen (p=0.004), avoid distractions (p=0.008), and react emotionally to a topic or instruction (p=0.045) when FTF. There were no significant differences found in student reported note taking, asking questions, responding to questions, or engaging in group work between the two modes of participation. Content analysis identified other benefits that supported student engagement, including perceived flexibility and enhanced ability to interact during class via the teleconferencing technology. For some students, challenges that negatively impacted engagement included difficulties with internet connectivity and a sense of dislocation or isolation in the course. Conclusion: This study demonstrated that when participating in a synchronous hybrid course, students participating remotely were less likely (compared to in-person attendance) to pay close attention and react emotionally, but were just as likely to take notes and communicate with teachers and groups. Key benefits of the hybrid approach were increased flexibility and the usefulness of online communication tools, while key challenges focused on technical and psychological isolation from others. The principles of flexible learning environments and self-regulated learning provide opportunities for pharmacy educators who are interested in improving hybrid instruction in the future.

Objective. To evaluate how flexible learning via online video review affects the ability and confidence of first-year (P1) pharmacy students to accurately compound aseptic preparations. Design. Customary instructions and assignments for aseptic compounding were provided to students, who were given unlimited access to 5 short review videos in addition to customary instruction. Student self-confidence was assessed online, and faculty members evaluated students' aseptic technique at the conclusion of the semester. Assessment. No significant difference on final assessment scores was observed between those who viewed videos and those who did not. Student self-confidence scores increased significantly from baseline, but were not significantly higher for those who viewed videos than for those who did not. Conclusion. First-year students performed well on final aseptic compounding assessments, and those who viewed videos had a slight advantage. Student self-confidence improved over the semester regardless of whether or not students accessed review videos.

No abstract

No abstract

Pharmacy education faces an upcoming revision of accreditation standards designed to outline degree program requirements for training the next generation of pharmacists. At the same time, pharmacy educators are increasingly expected to integrate multiple other educational frameworks and recommendations from distinct groups into their curricula. With this list of expectations constantly expanding and changing, education leaders are forced to spend valuable time and resources trying to satisfy "checklists" instead of enhancing their programs. The following commentary discusses concerns about the growing complexity of the standards and frameworks used in the accreditation process, overlap and redundancy in these various requirements, and relevant comparisons between pharmacy and medical education. We outline recommendations regarding purposeful integration of frameworks with the goal of simplifying accreditation requirements and enhancing program flexibility to deliver innovative, high-quality curricula.

Introduction The 2016 Accreditation Council for Pharmacy Education Accreditation Standards place clear expectations on the production of “practice ready” graduates. Advanced cardiovascular life support (ACLS) is an integrated, team‐based approach to optimizing patient outcomes in acute cardiovascular events. Foundational knowledge and skill with ACLS principles will support graduate pharmacists as essential members of the health care team. Objectives To assess the impact of didactic and simulation based advanced cardiovascular life support training on student perception, knowledge, and skills. Methods ACLS training was incorporated into the third year pharmacy curriculum through the addition of a 2‐hour pharmacy‐oriented didactic lecture on ACLS fundamentals and reinforced with a 2‐hour simulation experience of various cardiovascular events. Perception and knowledge were evaluated in a pre‐ and post‐assessment format with 10 questions evaluating knowledge and 19 questions evaluating perceptions. Results All students (n = 133) completed the pre‐ and post‐assessments. Knowledge of ACLS fundamentals improved by 35% from baseline (43.4% ± 16.7% to 79.2% ± 14.9%, P < 0.001). Perceptions also improved with self‐reported novice ranking decreasing from 46.4% ± 21.5% overall to 4.3% ± 2.1% (P < 0.001), and perceptions of proficient ranking increasing from 6.9% ± 5.5% to 32.5% ± 6.7% (P < 0.001). Skill‐based assessment demonstrated positive review of peers' simulation performance. Conclusions ACLS instruction using both didactic lecture and simulation experience enhanced student knowledge and confidence of ACLS fundamentals. Future implementation may include offering formal ACLS certification through an elective course.

No abstract