E-learning in Pharmacy Education: what do we know about it?

Abstract

The increase and flexibilization of e-learning in Brazil has generated concern about the low capacity to ensure the quality of institutions and courses. The objective is to identify the literature on experiences of pharmaceutical e-learning. A scope review was carried out, mapping key concepts and evidence. The selected articles, without period restriction, from the Scielo, Pubmed and Scopus databases provided data on the educational level of experience, modality, workload, content delivery method, instruments used, types of topics, evaluation information and purpose of the study. There were 87 articles on preparation for subsequent classes; feedback or continuation of previous classes; to specific training; the comparison between face-to-face and distance education modalities; and distance learning. Among the subjects treated, 51.8% involved pharmaceutical clinic and 42.5% basic science. Positive student assessment was found in more than 92% of cases. Isolation, and deficits in social and analytical skills were negative points. Technology infrastructure can impact learning. In Brazil, the health area has manifested opposition to the use of distance education in undergraduate studies. There is no evidence on the organization of undergraduate distance courses, but there are elements indicating risks to the results of training and development of professional skills in this modality.

The impact of COVID-19 on pharmacy education: Perspectives of Nigerian undergraduate pharmacy students

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Attending a Blended In-Service Management Training in a Public Health System: Constraints and Opportunities for Pharmacists and Health Services

“…Even though e-learning has provided a very important opportunity for these professionals to be able to access CE while staying in their own cities, access to good quality Internet (and sometimes also electricity) is still a challenge in remote regions [ 34 ]; as described, for instance, by students from the Amazon region. It is worth highlighting that CE attendance barriers for pharmacists worldwide are lack of time [ 35 ], cost, workplace, personal factors, and significant constraints related to geographical access [ 36 ].…”

Teaching Research Ethics to Pharmacists: The Practice of Participatory Learning

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