Evaluation of the effect of video tutorial training on improving pharmacy students' knowledge and skills about medication reconciliation

Exploring the Functionality of Technology-driven CPR Training Methodologies Among Healthcare Practitioners: A Randomized Control Pilot Study

Introduction

Cardiopulmonary resuscitation training in Malaysia has evolved from traditional to modern approaches, embracing technology for better outcomes. Smartphone-based training apps offer interactive learning with simulations and real-time feedback, improving cardiopulmonary resuscitation skills anytime, anywhere. This study evaluates the effectiveness of the smart-cardiopulmonary resuscitation application for healthcare practitioners.

Methods

This randomized controlled pilot study was conducted with 30 healthcare practitioners at the University of Malaysia Sabah. Participants underwent a Cardiopulmonary Resuscitation Practical formal educational training program, and data were collected using a Basic Life Support questionnaire and skills assessment checklist sourced from the American Heart Association (2020). Data analysis was conducted utilizing repeated analysis of variance and the Cochran 'Q' test supported by Statistical Package for the Social Sciences statistical software.

Result

The control and intervention groups showed improved knowledge and skills from pre-to post-cardiopulmonary resuscitation courses; a significant increase was observed in the intervention group compared to the control group. The F-test indicated a significant time-group effect (F-stat (df) = 16.14 (2), p = 0.01). Cochran's 'Q' test also revealed significant changes in the proportion of healthcare practitioners passing their skills assessments over time (2 = 14.90, control 01).

Conclusion

The smart-cardiopulmonary resuscitation application is convenient for refreshing cardiopulmonary resuscitation skills and maintaining proficiency. While it doesn't replace formal cardiopulmonary resuscitation courses, it saves healthcare practitioners and the community time and money. Both groups showed improved cardiopulmonary resuscitation knowledge and skills, with the intervention group using the smart-cardiopulmonary resuscitation application showing higher success rates after two months. Adopting smartphone-based cardiopulmonary resuscitation training with comprehensive content is recommended.

First-Person Point-of-View Instructional Video on Lumbar Puncture Procedure

OBJECTIVES

Tutorial videos filmed from a first-person point of view (FP-POV) are generally well received. Pediatric residents are expected to be competent in performing the lumbar puncture (LP). The educational effectiveness of a FP-POV in lumbar puncture procedure training for resident physicians has yet to be evaluated. We compared a FPPOV LP video with a standard in-person demonstration of the LP.

METHODS

We designed an assigned cohort study to compare a FP-POV procedural instructional video of a simulated pediatric LP to the standard in-person procedure demonstration.After the intervention, residents completed an LP observed by one of two blinded reviewers who assessed the procedure using a modified, published assessment tool.Participants completed preintervention and postintervention surveys to rate self-confidence and usefulness of the FP-POV educational method. The data was analyzed using a Wilcoxon Rank sum test. z Scores were calculated on the raw assessment scores.

RESULTS

Eighteen first year pediatric residents participated, nine in each group. The median modified assessment tool score was 17 in the FP-POV group (min, 14; max, 17; IQR:, 1.5) and 14 in the standard demonstration group (min, 6; max, 17; IQR, 4.5), with the higher score being more successful. There was a statistical difference between the assessment scores between the 2 groups (z score = 2.18, P = 0.04). Postintervention survey data demonstrated relative satisfaction with the FPPOV educational method.

CONCLUSIONS

This study supports the educational effectiveness of a FP-POV procedure tutorial.Future studies with a larger sample size are needed.

An analysis of Canadian doctor of pharmacy hospital preceptor experiences in alternative preceptor models

OBJECTIVE

To describe pharmacy preceptors' experiences in alternative preceptor models and their perceptions of these models' impact on the knowledge, skills, attitudes, behaviors, and professional practices of both themselves and their students.

METHODS

Pharmacy preceptors with experience using alternative preceptor models participated in semi-structured interviews. Models included peer-assisted learning (PAL) (≥ two students of the same educational level), near-peer teaching (NPT) (≥ one junior student with ≥ one senior student), and co-preceptorship (CoP) (≥ two preceptors). Interviews were transcribed, coded, and analyzed for themes using the Kirkpatrick framework for evaluating educational interventions.

RESULTS

Twenty hospital pharmacy preceptors from 13 institutions were interviewed, and 13 themes were identified. Fourteen preceptors had experience with PAL, 9 with NPT, and 9 with CoP. Preceptors perceived that NPT and PAL fostered comfortable learning environments that supported student success; challenges included increased time teaching multiple students and completing evaluations. CoP allowed preceptors to balance teaching with clinical duties while broadening students' exposure to different practice settings. Preceptors improved skills in time management, communicating feedback, and adapting to individual students' learning needs and styles. Alternative models enabled preceptors to provide care to more patients and complete projects, thus extending their professional practice. They also described that students participating in these models developed a sense of responsibility for patient care and will be primed to work collaboratively with pharmacy colleagues in the future.

CONCLUSIONS

Preceptors expressed satisfaction with alternative preceptor models. The models enhanced the learning, skill development, and professional practice of both preceptors and students.