Use of Online Modules to Enhance Knowledge and Skills Application During an Introductory Pharmacy Practice Experience

Abstract

Objectives. To implement and assess the effectiveness of online instructional modules to increase the consistency of learning outcomes related to students' patient-care practice knowledge and their skills application and confidence across introductory pharmacy practice experience (IPPE) sites. Design. Twenty online modules were created to provide uniform delivery of instructional content that complemented classroom instruction and to introduce students to common pharmacy-practice skills in the patient-care arena. Assessment. Quantitative data were collected by means of a survey and pre-and post-module quizzes, which were completed by students to assess knowledge. More than 85% of students applied the IPPE skills. During the course, students' confidence increased significantly in all areas. For all but 1 of the 13 competencies, more than 70% of students agreed or strongly agreed that the competencies were met. Conclusions. Online instructional modules in patient care can effectively increase students' knowledge, skills application, and confidence, and improve the consistency of achieving outcomes for instructional content and activities across diverse practice settings.

Effectiveness of E-learning in Pharmacy Education

“…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.…”

“…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.…”

Interactive Web-based Learning Modules Prior to General Medicine Advanced Pharmacy Practice Experiences

“…8 After utilizing the web-based learning modules, students' postintervention scores showed significant improvement in clinical knowledge, skill application, and confidence for the IPPE. Similar to results of our study, students in the Ruehter et al study reported positive perceptions of this educational intervention in preparing them for the clinical experiences.…”

“…This can include the use of different levels of learners, team-based precepting, and outside preparation. [6][7][8][9][10][11][12] Use of web-based learning is one mechanism available to standardize knowledge of key clinical disease states across multiple learning experiences. Web-based learning also provides the ability to assess knowledge prior to the APPE.…”