Evaluating an online pharmaceutical education system for pharmacy interns in critical care settings

Yeh, Yu-Ting; Chen, Hsiang-Yin; Cheng, Kuei-Ju; Hou, Ssu-An; Yen, Yu-Hsuan; Liu, Chien-Tsai

doi:10.1016/j.cmpb.2013.11.006

Cited by 12 publications

(7 citation statements)

References 29 publications

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“…There was some evidence that e-learning interventions could result in an intention to change practice (outcome level 3 of Kirkpatrick's model) and these studies deserve some further examination as possible predictors for success of e-learning. As would be expected, these studies involved mostly qualified pharmacists [11,12,14,16] with only one study involving pharmacy interns [59] and two studies involving pharmacy undergraduates [23,37]. These seven studies [11,12,14,16,23,37,59] involved several different delivery methods of the e-learning intervention and thus, no relationship could be established between delivery method and success.…”

Section: Discussionmentioning

confidence: 99%

“…Learning was also assessed subjectively, through pre-, mid-and post-intervention surveys in twenty-six (46.4%) studies [11,12,[14][15][16][17][18][19]23,25,29,30,35,37,[41][42][43]45,46,50,52,56,57,59,62,64] and all but two [19,42] of these studies reported that the e-learning intervention was effective. Taglieri et al, [19] investigated the effect of completion of online virtual patient cases on student performance and confidence in mock clinic visits.…”

Section: Interventionmentioning

confidence: 99%

“…In six (10.7%) studies, [11,12,16,23,37,59] participants indicated their intention to change their practice in response to knowledge or skills gained from the e-learning intervention (Behaviour). In one study [14], participants reported an actual change in their practice post-intervention.…”

Section: Interventionmentioning

confidence: 99%

“…Three (5.4%) [25,55,57] of the nine studies that reviewed blended learning methods, failed to assess the effectiveness of the e-learning intervention independently of the face-to-face teaching. Twenty-six (46.4%) studies [11,12,[14][15][16][17][18][19]23,25,29,30,35,37,[41][42][43]45,46,50,52,56,57,59,62,64] measured the effectiveness of e-learning intervention on the basis of self-reported data. These findings are therefore vulnerable to response bias as well as recall bias, when participants were required to make a post-intervention assessment of their pre-intervention skills, knowledge or confidence [65,66].…”

Section: Limitations Of the Studiesmentioning

confidence: 99%

“…These findings are therefore vulnerable to response bias as well as recall bias, when participants were required to make a post-intervention assessment of their pre-intervention skills, knowledge or confidence [65,66]. Several studies were limited by their small sample size [11,16,29,30,34,36,59,61] and only four studies [9,32,43,57] reported calculation of sufficient power to detect a statistically significant difference. Twelve studies (21.4%) had a poor response rate (less than 60%) [9,10,12,14,18,19,22,39,40,46 ,60,62] and four (7.1%) studies [26,29,37,53] did not report response rate.…”

Section: Limitations Of the Studiesmentioning

confidence: 99%

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A Narrative Overview of the Effectiveness of E-learning in Pharmacy Education

O'Hare

Girvin²

2018

PPPS

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In response to the increasing use of a range of technologies within pharmacy education, this review aimed to establish the effectiveness and acceptance of e-learning within pharmacy education and to identify limitations within the research carried out since 2013. The e-learning interventions studied were defined as any online or computer-based technology* used to deliver pharmacy education to pharmacy students or qualified pharmacists in a remote (out of classroom) setting. Evidence of short-term effectiveness of e-learning was found and a small number of studies provided evidence of long-term effectiveness. In comparisons, e-learning was demonstrated to be at least as effective as traditional face-to-face teaching methods and superior to no training at all. Six studies also demonstrated that e-learning could result in a change of pharmacists' practice, while no evidence was found that e-learning could lead to patient benefit or improvements in care. E-learning also appears to be an engaging learning method, which is generally well received among participants. Despite a significant increase in the number of publications investigating e-learning within pharmacy education in the past five years, further research is still required to address limitations within the current literature and to fully establish the effectiveness of e-learning within pharmacy education. *excluding technologies that are recreational in nature, e.g. computer games.

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Section: Discussionmentioning

confidence: 99%

Section: Interventionmentioning

confidence: 99%

Section: Interventionmentioning

confidence: 99%

Section: Limitations Of the Studiesmentioning

confidence: 99%

Section: Limitations Of the Studiesmentioning

confidence: 99%

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A Narrative Overview of the Effectiveness of E-learning in Pharmacy Education

O'Hare

Girvin²

2018

PPPS

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LabSafety, the Pharmaceutical Laboratory Android Application, for Improving the Knowledge of Pharmacy Students

Ameri

Khajouei

Ameri

et al. 2019

Biochem Molecular Bio Educ

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Currently, traditional paper methods may not effectively be used in education due to lack of access, outdated content, and poor graphics. Education through mobile‐based applications is one of the alternative solutions. The objective of this study was to develop and evaluate LabSafety educational application and its effect on promoting the knowledge of pharmacy students. In this interventional study, the LabSafety application was first developed and evaluated for educating students about the safety measures in laboratories. Then, all pharmacy students from Kerman University of Medical Sciences (n = 316) were selected and randomly enrolled into one of three groups using simple random sampling: control (n = 106), traditional (n = 105), and application (n = 105) groups. To assess students' knowledge before and after the intervention, two valid and reliable (Cronbach's Alpha = 0.94 and 0.93, respectively) questionnaires were used. The results of the study showed no significant differences among the mean scores of the participants' knowledge before intervention (p = 0.82). After the intervention, the mean scores of the application group were 5.52 higher than the scores of the traditional group and 7.3 higher than the scores of the control group (p < 0.0001). Age had no significant effect on the posttest scores of the participants (p = 0.52). As a result, the use of this educational application can effectively increase the knowledge of all age groups of pharmacy students regarding safety measures in pharmaceutical laboratories. The mobile‐based applications with online and offline access, interactive features, and user‐friendly interfaces are more engaging and they can be used complementary to traditional training methods. © 2019 International Union of Biochemistry and Molecular Biology, 48(1):44–53, 2020.

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Internship in Higher Education

Chu

2020

Social Media Tools in Experiential Internship Learning

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Evaluating an online pharmaceutical education system for pharmacy interns in critical care settings

Cited by 12 publications

References 29 publications

A Narrative Overview of the Effectiveness of E-learning in Pharmacy Education

A Narrative Overview of the Effectiveness of E-learning in Pharmacy Education

LabSafety, the Pharmaceutical Laboratory Android Application, for Improving the Knowledge of Pharmacy Students

Internship in Higher Education

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