Perceptions of service learning in pharmacy education: A systematic review

Gonzales, Alessa D.; Harmon, Kiersi S.; Fenn, Norman E.

doi:10.1016/j.cptl.2020.04.005

Cited by 17 publications

(11 citation statements)

References 27 publications

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“…The motivation of students to study is a prerequisite for the successful mastering of disciplines. The highest average score, according to this parameter, is also in traditional teaching methods (2,4), and the lowest -in remote (2,1). The most effective method of training, according to respondents, is traditional lectures and classroom studies, practice.…”

Section: Resultsmentioning

confidence: 94%

“…The objectivity of the teacher's assessment is the greatest in conducting traditional forms of classes (2,5), and the smallest in interactive (2,3). The possibility of demonstration of the subject training by the students is maximum in traditional classes (2,4) and is equivalent in interactive and remote format (2,2). Moreover, for the ability to demonstrate creativity by a student, the most suitable is interactive classes (2,3), and the least suitable is distance classes -less than 2 points.…”

Section: Resultsmentioning

confidence: 99%

“…Educational programs in the specialty "Pharmacy" can differ significantly depending on the labor functions and powers of specialists in different countries. For example, the American Association of Colleges of Pharmacy, the Accreditation Council for Pharmacy Education, and the Center for the Advancement of Pharmacy Education pay considerable attention to the safety of patients, so significant importance in the preparation process is given to diagnostic safety [3]; training on patient interaction-based services [4]; patient care [5]; drug management [6]; formation of critical thinking [7]; interprofessional education [8]. In Japan, patient-centered care is of great importance [9]; in the Netherlands -competence, harmonization of tasks, compliance [10]; in the UK -human factors and ergonomics [11]; in the Eastern Mediterranean and Australia regions, competence-based approach, practical training, and support for the formation of professional identity of pharmacy students [12][13][14].…”

Section: Introductionmentioning

confidence: 99%

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Characteristics of Different Methods of Training in Mastering the Specialty "Pharmacy"

Соболева¹,

Loskutova²,

Косова³

2021

Int j pharm res allied sci

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The objective data about traditional, interactive, and distance learning methods in the specialty «Pharmacy» their characteristics, advantages, and disadvantages are limited. To analyze the characteristics of various teaching methods at the Far Eastern State Medical University. Sociological survey of students (n = 267) majoring in «Pharmacy» of the Faculty of Pharmacy and Biomedicine (higher education), and of the Medico-Pharmaceutical College (secondary education). The most characteristic advantages of traditional teaching methods include the availability of information (2,6), the ability of the teacher to control the student (2,51), and the objectivity of assessments (2,52). The advantages of interactive methods include the objectivity of the teacher's assessments, the ability to demonstrate creativity (2,31) and thematic training (2,27). The advantages of distance learning methods include objectivity of the teacher's assessments (2,35), convenience, and accessibility of information (2,33). The highest scores for traditional teaching methods can be explained by their simplicity and accessibility. The benefits of interactive learning methods are underestimated by respondents, probably due to the need for systematic training, as well as the application of knowledge in a specific situation and creative problem solving. The main advantages of distance education technologies include convenience, and the availability of information since it is published in free access, as well as the objectivity of the assessment -due to the use of computer testing. Traditional learning methods have the greatest advantages. A rational combination of all teaching methods is necessary for realizing the convenience and creative approach to form communications.

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Section: Resultsmentioning

confidence: 94%

Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Characteristics of Different Methods of Training in Mastering the Specialty "Pharmacy"

Соболева¹,

Loskutova²,

Косова³

2021

Int j pharm res allied sci

View full text Add to dashboard Cite

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“…Pharmacists are expected to communicate with members of the public of all ages and academic backgrounds (General Pharmaceutical Council, 2017); therefore, having the opportunity to develop and practice these skills can be seen as providing a distinct and professional advantage. Service learning allows students to reflect on their own skill gain through the application of their learnt knowledge (Gonzales, Harmon and Fenn, 2020). High school pupils' benefit from this relationship by acquiring improved knowledge and attitudes towards particular healthcare issues needed to promote their immediate and longterm health.…”

Section: Future Plansmentioning

confidence: 99%

Service learning in pharmacy: An effective pedagogical approach to undergraduate education

Rafferty

Williams

Willis

et al. 2021

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Master of Pharmacy (MPharm) students at the University of Manchester experience service learning during the third year of the course. The students put their academic learning into practice and develop many professional skills whilst teaching and enthusing local high school pupils about various public health topics. This article explores how this example of service learning helps prepare the next generation of pharmacists for their future roles and summarises the practical aspects of the project and its success.

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“…Several studies have shown that engaging pharmacy students in direct patient care has positive impacts on student learning, but the patient perception of their impact on student learning has not been as well studied. [24][25] A theme that surprised the researchers was that participants shared they were more interested in participating once they heard the program was student-led. Utilizing students to help drive clinical services might serve as a tool to help pharmacies overcome low patient engagement in health programs.…”

Section: Theme Supporting Quotesmentioning

confidence: 99%

Patient perceptions of a student‐led remote hypertension education program

Kieck

Ostir

Blair

et al. 2021

J Am Coll Clin Pharm

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Introduction:The COVID-19 pandemic has drastically changed healthcare, promoting a shift to remote services. Managing long-term therapy conditions, like hypertension, became increasingly difficult due to limited access to care. During these unprecedented times, two community pharmacies collaborated with a school of pharmacy to develop a new remote program to encourage patient centered disease state management.Objectives: The primary objective was to describe patient perceptions of participating in a student-led, remote hypertension education program. The secondary objective was to gain insight on perceptions of the program's impact on current lifestyle.Methods: Second-and third-year pharmacy students worked with faculty preceptors to develop and remotely deliver an 8-week curriculum. During each call, students educated on a topic and set S.M.A.R.T. (Specific, Measurable, Achievable, Realistic, and Timely) goals. After completing the program, participants were interviewed regarding their experience.This study was a qualitative design using semi-structured interviews. Participants in the program were interviewed by trained investigators. All interviews were recorded, transcribed, and thematically coded to address study outcomes.Results: A total of 12 participant interviews were conducted with all participants 50 years of age or older and a majority having a diagnosis of hypertension for greater than 20 years. From the interviews, six dominant themes were identified. Themes were: (a) students were knowledgeable, professional, and engaged; (b) participants felt comfortable communicating with the students and developed a positive relationship; (c) participants expressed having a positive impact on the students' education;(d) the program was organized; (e) participants reported positive lifestyle changes or reinforced habits that they plan to continue, and (f) the remote nature of the program was convenient, but face-to-face interaction was missed. Conclusion:Participants had an overwhelmingly positive experience completing the program. Utilizing students for development and implementation allowed the

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Perceptions of service learning in pharmacy education: A systematic review

Cited by 17 publications

References 27 publications

Characteristics of Different Methods of Training in Mastering the Specialty "Pharmacy"

Characteristics of Different Methods of Training in Mastering the Specialty "Pharmacy"

Service learning in pharmacy: An effective pedagogical approach to undergraduate education

Patient perceptions of a student‐led remote hypertension education program

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