Learning at a distance: the case of the community pharmacist

Abstract

The article, written jointly by a provider and an evaluator of distance learning, begins by highlighting recent increased interest in continuing professional development. In particular community pharmacists' needs for continuing education are examined against a background of their changing role. The authors then report the ® ndings from a one-year evaluation of distance learning materials produced and distributedby the Centre for Pharmacy Postgraduate Education at the University of Manchester. The evaluation, undertaken by a team from the Scottish Council for Research in Education, was conducted in two phases: ® rst, a national survey of registered pharmacists, and second, a series of focus group meetings with practising pharmacists. By separating high, low and non-users, a picture of professional use of distance learning, the in¯uence of mediating factors and the inter-relationship between personal motivation and design emerge. Some of the ® ndings challenge the current orthodoxy (see for example, Lewis 1995, Burt 1997, Burt and Simpson 1998, Bennett 1998 which underpins distance learning. Finally, changes made as a consequence of the evaluation are indicated, showing how research can in¯uence practice.

Prescription for learning? Meeting the development needs of the pharmacy profession

“…Amongst the findings from our earlier research, we discovered that views of high, medium and low users of CPD varied considerably (Wilson and Bagley 1999). Unsurprisingly users of distance learning were significantly more favourable than non-users.…”

“…In our previous study (Wilson and Bagley 1999) the importance which pharmacists ascribed to relevance and informativeness of CPD was clearly demonstrated. Participants liked a learning pack because it was useful and consistently rated utility over format or design.…”

“…The results were reported in this journal (Wilson and Bagley 1999), and we now return to the same professional group four years later to chart changes in members' attitudes towards, and up-take of, continuing professional development.…”

Learners’ goal profiles and their learning patterns over an academic year

“…Distance learners often have other learning goals that focus on career advancement and different social considerations (e.g. Cochrane, 2000;Dearnley & Matthew, 2000;Cannon, Umble, Steckler, & Shay, 2001;Lyall & McNamara, 2000;Miller & Smith, 1998;von Prummer, 1990;Wilson & Bagley, 1999). Adopting a multiple goal perspective, Ng (2008) argued that different goals would provide different forms of motivational support that help distance learners maintain their focus and cope with the demands of prolonged period of learning while juggling work and family commitments simultaneously (cf.…”

The Role of Self-Efficacy, Control Beliefs and Achievement Goals on Learning Among Distance Learners

“…The extant literature on distance education shows that distance learners often learn with goals focusing on personal development, career advancement and different social considerations (e.g. Cochrane, 2000;Dearnley & Matthew, 2000;Cannon, Umble, Steckler & Shay, 2001;Lyall & McNamara, 2000;Miller & Smith, 1998;von Prummer, 1990;Wilson & Bagley, 1999).…”