Prioritizing Technology in Pharmacy Education: A Document Analysis of Strategic Plans

Dresser, Jacob D.; Burmeister, Paul; Arya, Vibhuti; Wilby, Kyle John

doi:10.3390/pharmacy8040237

Cited by 4 publications

(5 citation statements)

References 14 publications

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“…The development of national and international guidelines about online teaching/e-learning of health sciences, such as pharmacy is recommended. For instance, to achieve or maintain: a proper format and quality of materials (e.g., interactive materials), a correct e-communication, a suitable teacher performance, functional students’ assessments, adequate students’ psychological well-being, a reasonable acquisition of knowledge or skills, acceptable practical classes (e.g., pharmacy practice) or laboratorial sessions, satisfactory teleconsultations, or an appropriate acquisition of laboratory skills/competences [ 13 , 47 , 60 , 61 ]. Future guidelines about e-learning should discuss how to overcome weaknesses and threats as well as how to ameliorate/reinforce strengths and opportunities, respectively [ 62 ].…”

Section: Discussionmentioning

confidence: 99%

“…Student’s opinions and feelings are more likely to be collected in detail in interviews or focus groups, with open rather than closed-ended questions [ 13 ]. The development of human competencies and skills to operate technologies (e.g., patient-centered e-communication in classes or teleconsultations) should be integrated in the strategic plans of faculties [ 47 , 61 ], which can be less focused on human factors.…”

Section: Discussionmentioning

confidence: 99%

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A SWOT Analysis of Pharmacy Students’ Perspectives on e-Learning Based on a Narrative Review

Pires

2023

Pharmacy

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Background: Online education became the new normal during the COVID-19 pandemic. However, the number of studies exploring the potential advantages/disadvantages of e-learning in pharmacy courses is limited. Study aim: to propose a strengths, weaknesses, opportunities, and threats (SWOT) analysis of e-learning according to pharmacy students’ perspectives. Methods: A narrative review was conducted to examine student pharmacist perspectives on e-learning. Results: Diverse strengths and weaknesses (internal environment) and opportunities and threats (external environment) were identified, which were grouped into categories, such as (1) students’ well-being (e.g., access to classes anywhere vs. students’ psychological or physical disorders); (2) teachers and materials (e.g., more diverse/interesting audiovisual materials vs. too challenging materials); (3) technologies (e.g., new education strategies, such as gamification vs. barriers in the access to the internet); (4) classes/training (e.g., more versatile/immediate classes vs. eventual presence of other persons during online classes); and (5) faculty/school of pharmacy (e.g., availability of technical support). Conclusion: Overall, online education seems to be suitable for pharmacy students, although diverse challenges should be addressed, such as the well-being of students or lack of standards. Pharmacy schools should regularly identify/define and implement measures to reinforce opportunities and strengths as well as to solve threats and weaknesses.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

A SWOT Analysis of Pharmacy Students’ Perspectives on e-Learning Based on a Narrative Review

Pires

2023

Pharmacy

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“…After the pandemic, the "new normal" of pharmacy courses will be characterized by the continuous improvement of technology through new ways (face-to-face, remote, or mixed) of teaching, monitoring, and evaluating learning [ 54 , 57 ]. The hybrid teaching–learning environment combines the benefits of face-to-face and remote environments.…”

mentioning

confidence: 99%

Digital pharmacists: the new wave in pharmacy practice and education

et al. 2022

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Pharmacists now face the biggest challenges in the history of the profession: the use of digital technologies in pharmacy practice and education and the outbreak of coronavirus disease 2019. Worldwide, pharmaceutical care and pharmacy education via digital technologies have significantly increased and will be incorporated into patient care and the teaching–learning process, respectively. Thus, in this new era of pharmacy practice and education, curricula should promote the development of specific competencies for the cognitive, conscious, and effective use of digital tools. This requires the training of “disruptive” educators, who are capable of using teaching–learning methods adapted to the digital environment and educational processes suitable for stimulating the use of effective disruptive technologies. This commentary argues that the pharmacy profession can no longer wait for the slow integration of digital technologies into pharmacy practice and education.

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“…Students should ask drug-related questions throughout the rotation. During ward grand rounds, physicians should discuss faculty medication safety requirements and patient safety benefits and problems 8 . Verbal or written evaluation is required to evaluate the effectiveness of the rotation & identify future modifications.…”

mentioning

confidence: 99%

Pharmacy Education: Upgradation and Clinical Rotation to Produce Quality Professionals in Pakistan

Ujjan¹,

Shah²,

Karim³

et al. 2022

PJMHS

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Pharmacy is an expanding profession with new and expanded duties for pharmacists. Pharmacology training should adjust to local and global trends to graduate quality pharmacists1. The five years of basic pharmacy education is inadequate for excellent quality of treatment, which might impair patients' health. Several nations, including the USA, have expanded basic pharmacology training to 6 years and established Pharm D as entrance level for any area of practice2. Countries that have implemented postgraduate training produce practice-ready pharmacists in varied sectors, depending on specialty and local requirements. Regional pharmacy authorities supply a large number of institutional rotation locations for pharmacy students, whereas hospital rotations have become a career necessity3. This rotation aims to provide students experience as pharmacists in a multidisciplinary context. The rotation's goals and activities include comprehending patients' drug-related requirements, pharmacists' regulatory, ethical, and professional duties, and medication distribution4. This clinical rotation offered a number of issues for institutions, especially in offering possibilities for students to engage in the pharmacist's job. Students should perform a set of specific clinical activities for which they are educated in hands-on workshops, followed by observation by a clinician or physician. Students do activities under indirect supervision after skill assessment. This technique lets students participate in direct medical care and help specific patients.5The duration of the rotation is inadequate for skill development, thus students must do duties under indirectly supervision of the institution's physician to begin hospital pharmacy practice.

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Prioritizing Technology in Pharmacy Education: A Document Analysis of Strategic Plans

Cited by 4 publications

References 14 publications

A SWOT Analysis of Pharmacy Students’ Perspectives on e-Learning Based on a Narrative Review

A SWOT Analysis of Pharmacy Students’ Perspectives on e-Learning Based on a Narrative Review

Digital pharmacists: the new wave in pharmacy practice and education

Pharmacy Education: Upgradation and Clinical Rotation to Produce Quality Professionals in Pakistan

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