COVID-19 impact on pharmacy education in Saudi Arabia: Challenges and opportunities

Almetwazi, Mansour; Alzoman, Nourh Z; Al-Massarani, Shaza M.; Alshamsan, Aws

doi:10.1016/j.jsps.2020.09.008

Cited by 40 publications

(50 citation statements)

References 2 publications

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“…Other studies have detailed adaptations to experiential and didactic pharmacy curriculum due to COVID-19 [ 9 , 10 , 11 , 12 ]. Changes to experiential curriculum previously described include a shift to virtual or remote rotations, use of simulation or supplemental activities, rearrangement of rotation schedules, and changes to rotation structure to decrease risk to students [ 9 , 10 , 11 , 12 ]. Our study is unique from several standpoints in comparison to these works.…”

Section: Discussionmentioning

confidence: 99%

“…Our separate approach was largely due to limitations in rotation availability from US practice sites during the pandemic eliminating any possibility of early live rotations. The approach described by pharmacy schools in Saudi Arabia was similar to ours in terms of describing a virtual dispensing platform to IPPE students, but was limited in scope as there was only a 1-week cessation of experiential activities due to the pandemic in this country [ 10 ]. Simulated experiences have been adopted by other health care professions, including nursing education.…”

Section: Discussionmentioning

confidence: 99%

“…These have included shifting existing rotations to online formats, expansion of telemedicine, remote access to electronic health records (EHR), and remote precepting strategies. In response, similar approaches have been taken by other professions [ 9 ] and pharmacy schools on a global scale [ 10 , 11 , 12 ].…”

Section: Introductionmentioning

confidence: 92%

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Educational Methods and Technological Innovations for Introductory Experiential Learning Given the Contact-Related Limitations Imposed by the SARS-CoV2/COVID-19 Pandemic

2021

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Background: Acute respiratory syndrome related coronavirus disease (COVID-19) has led to substantial changes in pharmacy curricula, including the ability to provide in-person introductory experiential practice experiences (IPPEs) to University of Colorado’s International-Trained PharmD (ITPD) students. Methods: The IPPE course for ITPD students was redesigned to offer remote educational activities in the health system setting and simulated practice and communication activities in the community setting. Students were evaluated via surveys regarding the perceived value of these changes, and changes in knowledge, skills and abilities before and after activities. Results: A total of 6 students were enrolled in the revised IPPE course. Students agreed or strongly agreed that the overall distance-based IPPE experience, the remote health system activities, and the community activities were valuable. Students also strongly agreed that course design successfully met course outcomes and was relevant to pharmacy practice. In terms of knowledge, skills and abilities, numeric improvements were observed in remote health system activities and community-based simulated patient interactions, but results were not statistically significant. A high baseline level of knowledge led to minimal improvements in perceptions of improvement in community pharmacy skills regarding pharmacy simulation software. Conclusion: Implementation of distance-based IPPE activities may be an alternate educational modality.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Educational Methods and Technological Innovations for Introductory Experiential Learning Given the Contact-Related Limitations Imposed by the SARS-CoV2/COVID-19 Pandemic

2021

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“…Authors in [ 23 ] have carried out an extensive study, and proposed a KAU Pandemic Framework, which integrates five pillars of strategic adoption of social media: social media governance; social media resilience; social media utilization; decision-making capability; and institutional strategy. While studying the case of the undergraduate medical students of Qasim University, [ 24 ] found an overwhelming acceptance for online classes during the pandemic, and a recommendation that learning outcomes should be rigorously and regularly evaluated to monitor their effectiveness for future use of this mode in medical education. According to [ 25 ], pharmacy laboratory sessions at the King Saud University were replaced with video demonstrations of experiments, which were helpful but deficient in developing the hands-on skills a practicum would provide.…”

Section: Literature Reviewmentioning

confidence: 99%

COVID-19 compliant and cost effective teaching model for King Abdulaziz University

Bardesi

Al-Mashaikhi

Basahel

et al. 2021

Int. j. inf. tecnol.

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The global pandemic of COVID-19 has been going on for over sixteen months. During this period, we have witnessed a colossal loss of life, property, business, and a degradation of social life. Several different variants or strains of SARS-CoV-2, which causes COVID-19, have been found in different parts of the world. This pandemic has so far infected more than one hundred and thirty five million people, which has caused significant damage to the education sector. The majority of students around the world have lost access to face-to-face classes. While dealing with the crisis, some higher education institutions are still finding it difficult to adapt to alternative ways of imparting education. Many of them are using learning management systems and other online technologies and tools to facilitate online learning. The aim of this manuscript is to propose a cost-effective hybrid teaching model (CeHTM) for the King Abdulaziz University. The proposed model is designed after analyzing two anonymous online feedback surveys in which nearly four thousand students and more than four hundred instructors have participated. The CeHTM is novel as it is the first framework of its kind for imparting education during pandemic. Given the uniformity of educational system in Saudi Arabian universities, the proposed model can be used by other Saudi Arabian institutions, and adapted elsewhere, especially in the Middle East and North Africa.

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“…• Providing bridging loans They are also broadly consider and confirm that UK universities are fully eligible for the Coronavirus Job Retention Scheme and are fully eligible for the Coronavirus Business Interruption Scheme and the COVID-19 Corporate Financing Facility needs appropriate immediate attention (Almetwazi et al, 2020;Jones et al, 2020;Naroo et al, 2020;Ong et al, 2020;Ratten & Jones, 2020).…”

Section: Afzal Sayed Munna Covid-19 and Sustainability In Higher Education -Reflective Review |3mentioning

confidence: 99%

COVID-19 and Sustainability in Higher Education

Munna

2021

IJEAMaL

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Sustainability is a lifestyle designed for permanence. Sustainability is the comparatively simpler idea, which can be explained in purely descriptive terms as the capacity of any given system to exist and reproduce on a long-term basis. The development adds a value judgment by implying the desired evolution of human society. Sustainability in Higher Education calls us to new sets of relationships-with our students, with each other, with what we learn, and with ourselves. In this reflective review the researcher has attempted to reveal some common facts relating to COVID-19 and sustainability in the higher education.

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COVID-19 impact on pharmacy education in Saudi Arabia: Challenges and opportunities

Cited by 40 publications

References 2 publications

Educational Methods and Technological Innovations for Introductory Experiential Learning Given the Contact-Related Limitations Imposed by the SARS-CoV2/COVID-19 Pandemic

Educational Methods and Technological Innovations for Introductory Experiential Learning Given the Contact-Related Limitations Imposed by the SARS-CoV2/COVID-19 Pandemic

COVID-19 compliant and cost effective teaching model for King Abdulaziz University

COVID-19 and Sustainability in Higher Education

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