Online continuing education module for community pharmacists: assisting clients with ambulatory devices

Lam, Andrea; Molnar, Rosanne; Vu, T.; Sadowski, Cheryl A; Jones, Charlotte

doi:10.1016/j.cptl.2009.10.006

Cited by 2 publications

(5 citation statements)

References 14 publications

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“…An earlier survey of Alberta pharmacists reported that the majority of pharmacists believed it was their role to assist clients with AAD. 11 However, they did not receive formal instruction on use, fitting, and safety of AAD during their undergraduate pharmacy training. Having physical therapy students instruct pharmacy students allowed both groups to learn: physical therapy students in terms of …”

Section: Discussionmentioning

confidence: 99%

“…11 Not only did the pharmacy students learn about AAD, the activity was viewed as a positive learning experience. Other studies found that some peer-teaching activities led to higher scores than faculty-taught sessions, although methodological quality of some studies were variable.…”

Section: Discussionmentioning

confidence: 99%

“…The teaching content consisted of similar online module created for continuing education of ADD for pharmacists. 11 We also ensured that peer-teaching activity took no additional time in the module compared to formal teaching, meaning no additional burden on students. Although total laboratory time was 3 hours, the activity time for each group was 45 minutes.…”

Section: Designmentioning

confidence: 99%

“…The survey revealed that knowledge and confidence in the use and fitting of ambulatory assistive devices (AAD) were quite low. 11 Although retail of such devices is common in pharmacies, 45% of pharmacists in Alberta reported they had no training in fitting or instruction of canes, crutches, or walkers. 11 These basic devices are commonly stocked in community pharmacies and can be sold or rented without assessment by a physical therapist or physician.…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Interprofessional Peer Teaching of Pharmacy and Physical Therapy Students

Sadowski¹,

Li²,

Pasay³

et al. 2015

American Journal of Pharmaceutical Education

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Objective. To evaluate an interprofessional peer-teaching activity during which physical therapy students instructed undergraduate pharmacy students on 3 ambulatory devices (canes, crutches, walkers). Design. The pre/post evaluation of 2 pharmacy undergraduate classes included 220 students, 110 per year. After pharmacy students completed a 10-point, knowledge-based pretest, they participated in a hands-on activity with physical therapy students teaching them about sizing, use, and safety of canes, crutches, and walkers. A 10-point posttest was completed immediately afterward. Assessment. The mean difference of pre/post scores was 3.5 (SD 1.9) for the peer-led teaching, and 3.8 (SD 2.2) for the peer learning group. Students had positive responses regarding the learning exercise and recommended further peer teaching. Conclusion. The peer-learning activity involving physical therapy students teaching pharmacy students was an effective method of improving knowledge and skills regarding basic ambulatory devices.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Designmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Interprofessional Peer Teaching of Pharmacy and Physical Therapy Students

Sadowski¹,

Li²,

Pasay³

et al. 2015

American Journal of Pharmaceutical Education

Self Cite

View full text Add to dashboard Cite

show abstract

“…This course required a dial-up connection and was limited to 4 telephone lines. This was followed by the development of custom-designed web-based courses for pharmacists [39,40], blended courses for pharmacy students [41], interprofessional teams [42], and pharmacists [19,43].…”

Section: Contextmentioning

confidence: 99%

Blended Learning: Reflections on Teaching Experiences across the Pharmacy Education Continuum

2013

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Abstract:Experiences with online learning in higher education have grown due to advancements in technology, technological savviness of students, changes in student expectations, and evolution of teaching approaches in higher education. Blended learning, the thoughtful fusion of face-to-face instruction with online learning, can enhance student learning and provide rewarding teaching experiences for faculty members. Pharmacy educators are beginning to employ blended learning across the continuum of professional education from entry-to-practice programs to continuing professional education programs. The objectives of this paper are to describe our early experiences with blended learning and how it has enhanced our teaching experiences. Possibilities for blended learning are considered as new curricula for pharmacy programs are developed at our institution.

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Online continuing education module for community pharmacists: assisting clients with ambulatory devices

Cited by 2 publications

References 14 publications

Interprofessional Peer Teaching of Pharmacy and Physical Therapy Students

Interprofessional Peer Teaching of Pharmacy and Physical Therapy Students

Blended Learning: Reflections on Teaching Experiences across the Pharmacy Education Continuum

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