Pharmacist Web-Based Training Program on Medication Use in Chronic Kidney Disease Patients: Impact on Knowledge, Skills, and Satisfaction

Abstract

Pharmacists like the Web-based continuing education program. Over a short time span, the program improved their knowledge and skills. Its impact on their clinical practices and quality of medication use in CKD patients remains to be assessed.

Effectiveness of E-learning in Pharmacy Education

“…Comparative studies assessing knowledge change demonstrated e-learning to be equivalent to lecture-based learning and superior to no training. 35,38,[41][42][43] One skills assessment reported significant gains (24% increase after training; adjusted compared to control), 35 while another reported superior skills after e-learning in a posttest compared to control. 41 Significant gains in selfperceived confidence or knowledge after e-learning varied in magnitude, depending on whether a 5-or 7-point rating scale was used.…”

“…Every study assessed a different learning topic, although 3 studies included diabetes within their focus. [30][31][32] Six studies (35%) assessed effectiveness of e-learning in pharmacists; [32][33][34][35][36][37] 10 studies (59%) assessed pharmacy students (of which 1 included preregistration pharmacists), 31,[38][39][40][41][42][43][44][45][46] and 1 study assessed both pharmacists and pharmacy students. 30 The number of participants in each study ranged from .…”

“…E-learning programs were considered beneficial in improving knowledge and confidence, and stimulating interest. 30,31,35,37,39,40,[44][45][46] Courses were evaluated in terms of their functionality, which was measured as time taken to complete the course, 35,38,39 online navigation (programs were easy to use and user-friendly), 32,33,35,37,39,44 course presentation (courses were acceptably designed and integrated), 31,35,37,40,46 and technical issues (online access, and quality of recordings). 31,33,43,44 The majority of pharmacists and pharmacy students considered their e-learning 44 Learning was assessed objectively and subjectively.…”

“…Of 11 studies assessing knowledge change, all reported a significant improvement in knowledge immediately after e-learning. [30][31][32]34,35,38,39,[41][42][43]46 However, the magnitude of the gain varied considerably from study to study (range 7% to 46%). Comparative studies assessing knowledge change demonstrated e-learning to be equivalent to lecture-based learning and superior to no training.…”

“…30,31,34,41 Only 1 study employed sufficient methodological rigor to objectively report a positive change in skills after e-learning. 35 To conduct objective skills or practice assessments is costly and time consuming, and requires greater dedication than objective knowledge assessments. However, the goal of quality education must be to improve skills and practice, and research should be directed to address this.…”