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Huang YM, Chan HY, Wang YH, Ho YF. Effects of a blended multimedia teaching approach on self-efficacy and skills in over-the-counter medication counselling versus a lecture-based approach: protocol for a prospective cohort study of undergraduate students from a pharmacy school in Taiwan. BMJ Open 2023; 13:e068738. [PMID: 36697044 PMCID: PMC9884897 DOI: 10.1136/bmjopen-2022-068738] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/26/2023] Open
Abstract
INTRODUCTION Addressing communication skills in pharmacy curricula is one of the effective tactics to equip future pharmacists with better skillsets for medication counselling. To achieve this, blended teaching of PowerPoint slides and videos holds great potential for undergraduate pharmacy education majors by integrating multimedia and performance feedback into instruction. This study will develop a blended teaching programme featuring didactic lectures with video-based materials to improve students' self-efficacy and skills in medication counselling. METHODS AND ANALYSIS This study applies critical principles and effects outlined in multimedia learning by Richard Mayer et al to develop teaching materials and perform skill evaluation for two undergraduate cohorts (class of 2025 and 2026) enrolled in Introduction to Community Pharmacy separately in 2022 and 2023. Students will receive different teaching approaches to medication counselling. In the control cohort (ie, class of 2025), students will receive a 4-week PowerPoint slides-based instruction in communication skills. We will develop six videos illustrating common scenarios of over-the-counter (OTC) medication counselling in community pharmacies. In the intervention cohort (ie, class of 2026), students will receive a 3-week PowerPoint slides-based instruction and a week-long video-based instruction in communication skills. A pre-and-post survey will be administered to evaluate students' self-efficacy in OTC counselling. In addition, each student will be evaluated through one-on-one role-playing with standardised patients in the final to demonstrate their skills in OTC counselling. A structured checklist will be used to assess students' counselling skills. T-tests will be applied to examine differences in self-efficacy of OTC counselling. Multivariate regression analyses will determine which teaching approach better facilitates the development of self-efficacy and performance in OTC counselling. ETHICS AND DISSEMINATION The Research Ethics Committee of the National Taiwan University Hospital approved this study. The findings will be shared with pharmacy educators and contribute to existing instructional methods to facilitate the competence of pharmacy students in OTC counselling.
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Affiliation(s)
- Yen-Ming Huang
- Graduate Institute of Clinical Pharmacy, College of Medicine, National Taiwan University, Taipei, Taiwan
- School of Pharmacy, College of Medicine, National Taiwan University, Taipei, Taiwan
- Department of Pharmacy, National Taiwan University Hospital, Taipei, Taiwan
| | - Hsun-Yu Chan
- Department of Industrial Education, National Taiwan Normal University, Taipei, Taiwan
| | - Yao-Hsing Wang
- Graduate Institute of Clinical Pharmacy, College of Medicine, National Taiwan University, Taipei, Taiwan
- Profession and Quality Pharmacy, Taipei, Taiwan
| | - Yunn-Fang Ho
- Graduate Institute of Clinical Pharmacy, College of Medicine, National Taiwan University, Taipei, Taiwan
- School of Pharmacy, College of Medicine, National Taiwan University, Taipei, Taiwan
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Hulke SM, Wakode SL, Thakare AE, Parashar R, Bharshnakar RN, Joshi A, Vaidya YP. Perception of e-learning in medical students and faculty during COVID time: A study based on a questionnaire-based survey. JOURNAL OF EDUCATION AND HEALTH PROMOTION 2022; 11:139. [PMID: 35677253 PMCID: PMC9170216 DOI: 10.4103/jehp.jehp_655_21] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 05/11/2021] [Accepted: 10/16/2021] [Indexed: 06/15/2023]
Abstract
BACKGROUND With the emergence of COVID, we are forced to use e-learning in form of arranging online classes for students. Medical educators all over the world are conducting online classes for students. This study aimed to evaluate the perception of online learning among MBBS students and teachers through a questionnaire-based survey. MATERIALS AND METHODS A cross-sectional study was done in the AIIMS, Bhopal. The study was based on questionnaire (online Google form) response received from 43 number of faculty and 156 number of students. STATISTICAL ANALYSIS USED Chi-square test and unpaired t-test were used for statistical analysis using statistical software Systac 13.2. RESULTS Handling software, technical issues, and lack of face-to-face interaction were more significant problems in students compared to faculty. The desire for the social site which causes disturbances in learning was a significant problem in the students compared to faculty. Giving and taking assessment problem was reported by 60% and 63.8% of faculty and students, respectively (P = 0.67). Both groups preferred the Google Classroom platform (P = 0.16). Students (65.3%) preferred audiovisual recording, while faculty (72%) preferred PowerPoint with narration. PowerPoint presentation without narration was the least preferred (10.8%). Both groups stressed the importance of training (P = 0.17) and infrastructure development (P = 0.85). Students, as well as faculty, strongly discouraged e-learning for practical/clinical teaching. CONCLUSIONS Students, as well as faculty, have mixed reactions toward e-learning. Most importantly affected in the present scenario is practical/clinical teaching and assessment. Every attempt needs to be done to strengthen infrastructure and impart training to students and faculty.
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Affiliation(s)
| | | | | | - Rachna Parashar
- Department of Physiology, AIIMS, Bhopal, Madhya Pradesh, India
| | | | - Ankur Joshi
- Department of CFM, AIIMS, Bhopal, Madhya Pradesh, India
| | - Yuganti P. Vaidya
- Department of Anatomy, Peoples Medical College and RC, Bhopal, Madhya Pradesh, India
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Johnston JP, Andrews LB, Adams CD, Cardinale M, Dixit D, Effendi MK, Tompkins DM, Wilczynski JA, Opsha Y. Implementation and evaluation of a virtual learning advanced pharmacy practice experience. CURRENTS IN PHARMACY TEACHING & LEARNING 2021; 13:862-867. [PMID: 34074519 PMCID: PMC9630035 DOI: 10.1016/j.cptl.2021.03.011] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/03/2020] [Revised: 12/06/2020] [Accepted: 03/25/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND AND PURPOSE The novel severe acute respiratory syndrome coronavirus 2 restricted student involvement in direct patient care. Virtual learning is an effective education strategy in pharmacy curriculums. This study aimed to evaluate student perceptions of virtual learning advanced pharmacy practice experiences (APPE) utilizing an electronic 12-question survey. EDUCATIONAL ACTIVITY AND SETTING Virtual learning was developed and implemented, and students were surveyed at the end of the APPE. The survey was comprised of one open-ended and 11 Likert scale questions. It assessed implementation and use of virtual learning in place of a standard on-site APPE. FINDINGS Responses were attained from 19 students. Questions regarding resources provided and virtual learning enabling autonomous, independent learning had the highest percent of strong agreement. No responses indicated strong disagreement. Three questions solicited >10% response rate of somewhat disagree, 16% associated with virtual learning helping the student become a better member of the healthcare team after graduation. Open-ended responses acknowledged appreciation of the virtual APPE and presented material. One in six students commented on the ability to apply the learned information to direct patient care. Feedback was delivered on consideration for increased utility of patient care-orientated applications to facilitate simulation of real-life patient cases. SUMMARY Students who completed the virtual APPE were satisfied overall. Virtual teaching modalities may be incorporated into APPEs, particularly when direct patient care access is limited, but should not be used to completely replace the experience gained during direct patient care.
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Affiliation(s)
- Jackie P Johnston
- Department of Pharmacy Practice and Administration, Ernest Mario School of Pharmacy, Rutgers, The State University of New Jersey, 160 Frelinghuysen Road, Piscataway, NJ 08854, United States.
| | - Liza Barbarello Andrews
- Department of Pharmacy Practice and Administration, Ernest Mario School of Pharmacy, Rutgers, The State University of New Jersey, 160 Frelinghuysen Road, Piscataway, NJ 08854, United States.
| | - Christopher D Adams
- Department of Pharmacy Practice and Administration, Ernest Mario School of Pharmacy, Rutgers, The State University of New Jersey, 160 Frelinghuysen Road, Piscataway, NJ 08854, United States.
| | - Maria Cardinale
- Department of Pharmacy Practice and Administration, Ernest Mario School of Pharmacy, Rutgers, The State University of New Jersey, 160 Frelinghuysen Road, Piscataway, NJ 08854, United States.
| | - Deepali Dixit
- Department of Pharmacy Practice and Administration, Ernest Mario School of Pharmacy, Rutgers, The State University of New Jersey, 160 Frelinghuysen Road, Piscataway, NJ 08854, United States.
| | - Muhammad K Effendi
- Department of Pharmacy Practice and Administration, Ernest Mario School of Pharmacy, Rutgers, The State University of New Jersey, 160 Frelinghuysen Road, Piscataway, NJ 08854, United States.
| | - Danielle M Tompkins
- Department of Pharmacy Practice and Administration, Ernest Mario School of Pharmacy, Rutgers, The State University of New Jersey, 160 Frelinghuysen Road, Piscataway, NJ 08854, United States.
| | - Jessica A Wilczynski
- Department of Pharmacy Practice and Administration, Ernest Mario School of Pharmacy, Rutgers, The State University of New Jersey, 160 Frelinghuysen Road, Piscataway, NJ 08854, United States.
| | - Yekaterina Opsha
- Department of Pharmacy Practice and Administration, Ernest Mario School of Pharmacy, Rutgers, The State University of New Jersey, 160 Frelinghuysen Road, Piscataway, NJ 08854, United States.
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Lorenzoni AA, Buendgens FB, Manzini F, Rech N, Leite SN. A Comprehensive Understanding of the Use of e-Learning in Continuing Education: Experiences of Pharmacists in a Public Health System. INQUIRY : A JOURNAL OF MEDICAL CARE ORGANIZATION, PROVISION AND FINANCING 2021; 58:469580211059977. [PMID: 34995148 PMCID: PMC8753235 DOI: 10.1177/00469580211059977] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
INTRODUCTION The health and education sectors have experienced rapid technological development. In this scenario, the use of Internet technology has grown as an option for the expansion of continuing education (CE), as it allows professionals to develop educational activities with flexibility, autonomy, and convenience. E-learning has gained popularity and currently, thousands of online courses are being offered. However, studies of e-learning in professional training have presented only a few specific foci of study. OBJECTIVE to develop a comprehensive approach to understand both the experience and the complex scenario of the use of e-learning in the CE for pharmacists. METHOD Field research in 10 Brazilian states through interviews and focus groups with alumni of a CE e-learning specialization course for pharmacists in public health. Data analysis used the model of socio-technical systems and was based on a framework with the components Objectives, People, Processes, Culture, Technology, Infrastructure, and Scenario. RESULTS The People and Culture components indicated the assimilation and normalization of technologies in the educational process. Although the infrastructure (technical and organizational) was deficient in some regions, the Technology component suggested that the characteristics of the course design, associated with the personal characteristics of the students, provided ways to overcome obstacles. The objectives of the use of distance education seem to be related to the possibility of greater accessibility and autonomy. The Processes component, in turn, revealed the burden that a e-learning course puts on the pharmacist. CONCLUSION E-learning proved to be useful to enable and expand access to education, providing pharmacists with an opportunity for CE. On the other hand, e-learning contributes to the normalization of the precarious working conditions of pharmacists, attributing to individuals the sole responsibility for the CE even in an institutional CE program, which results in work overload.
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Affiliation(s)
| | | | - Fernanda Manzini
- Pharmaceutical Sciences Department, Federal University of Santa Catarina, Florianópolis, Brazil
| | - Norberto Rech
- Pharmaceutical Sciences Department, Federal University of Santa Catarina, Florianópolis, Brazil
| | - Silvana Nair Leite
- Pharmaceutical Sciences Department, Federal University of Santa Catarina, Florianópolis, Brazil
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Greenhalgh KT, Shanley DC. Recognising an at Risk Mental State for Psychosis: Australian Lay People and Clinicians’ Ability to Identify a Problem and Recommend Help Across Vignette Types. AUSTRALIAN PSYCHOLOGIST 2020. [DOI: 10.1111/ap.12238] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/09/2023]
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Newsom LC, Thurston MM, Elliott J, Manigault K, Patel SM. Facilitation of a multisite student topic discussion series using web-based conferencing technology. CURRENTS IN PHARMACY TEACHING & LEARNING 2020; 12:843-849. [PMID: 32540046 DOI: 10.1016/j.cptl.2020.02.012] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/19/2019] [Revised: 01/13/2020] [Accepted: 02/26/2020] [Indexed: 06/11/2023]
Abstract
INTRODUCTION While technology's use and impact in the classroom setting is well-documented in literature, use during experiential education is less defined. Our objectives were to assess the change in clinical knowledge and application skills following a multisite topic discussion (TD) series using web-based conferencing technology during ambulatory care advanced pharmacy practice experiences (APPEs) and to assess student perceptions of learning through use of this modality. METHODS A multisite TD series was created using web-based conferencing technology for students assigned to a clinical faculty member's ambulatory care APPE. Five topic discussions were conducted during each five-week rotation block covering disease states integral to ambulatory care practice. Pre- and post-assessments were administered to assess student learning and a survey was administered to assess student perceptions of learning. RESULTS A total of 151 students were invited to participate in the study with 114 (75.5%) included in the final analysis. Overall student performance improved significantly from 53.3 ± 12.7% on the pre-assessment to 65.8 ± 14.3% on the post-assessment, with student performance on the post-assessment improving significantly in all topic areas. Students perceived that the TD series enhanced their learning and ability to apply clinical information while creating an online learning community. CONCLUSIONS The addition of a multisite TD series using web-based conferencing technology successfully enhanced student knowledge. Student perceptions of this new web-based learning community were positive overall, despite some technological limitations. The results of this study support the use of web-based conferencing technology to enhance student learning during APPEs.
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Affiliation(s)
- Lydia C Newsom
- Mercer University, College of Pharmacy, 3001 Mercer University Drive, Atlanta, GA 30341, United States.
| | - Maria Miller Thurston
- Mercer University, College of Pharmacy, 3001 Mercer University Drive, Atlanta, GA 30341, United States.
| | - Jennifer Elliott
- Mercer University, College of Pharmacy, 3001 Mercer University Drive, Atlanta, GA 30341, United States.
| | - Kendra Manigault
- Mercer University, College of Pharmacy, 3001 Mercer University Drive, Atlanta, GA 30341, United States.
| | - Sweta M Patel
- Mercer University, College of Pharmacy, 3001 Mercer University Drive, Atlanta, GA 30341, United States.
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Abstract
E-learning, or learning and teaching facilitated and supported through the application of technology, is presently being used widely in all fields of education, and also being utilized extensively in medical education. This narrative review aims to introduce the concept of e-learning, and discuss its need and scope in medical education in India. Experience shows that students and faculty are mostly in favor of adopting e-learning side-by-side with traditional learning, and the advantages far outweigh the likely discomfort associated with adoption of this new method.
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Affiliation(s)
- Shashi Kant Dhir
- Departments of *Pediatrics and #Physiology, Guru Gobind Singh Medical College, Faridkot, Punjab; and Departments of $Obstetrics and Gynecology, ‡Pediatrics and @Medical Education, Maulana Azad Medical College (University of Delhi), Delhi, India. Correspondence to: Dr Devendra Mishra, Professor, Department of Pediatrics, Maulana Azad Medical College (University of Delhi), Delhi, India.
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Dennis VC, May DW, Kanmaz TJ, Reidt SL, Serres ML, Edwards HD. Pharmacy Student Learning During Advanced Pharmacy Practice Experiences in Relation to the CAPE 2013 Outcomes. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2016; 80:127. [PMID: 27756935 PMCID: PMC5066930 DOI: 10.5688/ajpe807127] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/02/2015] [Accepted: 09/06/2015] [Indexed: 05/21/2023]
Abstract
Outcomes from The Center for Advancement of Pharmacy Education (CAPE) are intended to represent the terminal knowledge, skills, and attitudes pharmacy students should possess and have guided delivery of pharmacy education for more than two decades. Advanced pharmacy practice experiences (APPEs) are the endpoint of pharmacy curricula where demonstration and assessment of terminal learning occurs. This review examines published literature in relation to the most recent CAPE outcomes to determine the extent to which they have been addressed during APPEs since 1996. Details related to the APPE focus, intervention(s)/learning setting(s), and assessments are summarized according to the 15 CAPE outcomes. Further, the assessments are categorized according to the level of learning achieved using an available method. Common CAPE outcomes are highlighted, as well as those for which published reports are lacking for APPEs. The range and quality of assessments are discussed and emphasize the need for continuous improvement of scholarly design and assessment.
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Affiliation(s)
| | - Dianne W. May
- University of Georgia College of Pharmacy, Athens, Georgia
| | - Tina J. Kanmaz
- St. John’s University College of Pharmacy and Health Sciences, Queens, New York
| | - Shannon L. Reidt
- University of Minnesota College of Pharmacy, Minneapolis, Minnesota
| | - Michelle L. Serres
- The University of Toledo College of Pharmacy and Pharmaceutical Sciences, Toledo, Ohio
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Isaacs AN, Walton AM, Nisly SA. Interactive web-based learning modules prior to general medicine advanced pharmacy practice experiences. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2015; 79:40. [PMID: 25995515 PMCID: PMC4428425 DOI: 10.5688/ajpe79340] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/26/2014] [Accepted: 08/28/2014] [Indexed: 05/28/2023]
Abstract
OBJECTIVE To implement and evaluate interactive web-based learning modules prior to advanced pharmacy practice experiences (APPEs) on inpatient general medicine. DESIGN Three clinical web-based learning modules were developed for use prior to APPEs in 4 health care systems. The aim of the interactive modules was to strengthen baseline clinical knowledge before the APPE to enable the application of learned material through the delivery of patient care. ASSESSMENT For the primary endpoint, postassessment scores increased overall and for each individual module compared to preassessment scores. Postassessment scores were similar among the health care systems. The survey demonstrated positive student perceptions of this learning experience. CONCLUSION Prior to inpatient general medicine APPEs, web-based learning enabled the standardization and assessment of baseline student knowledge across 4 health care systems.
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Affiliation(s)
- Alex N. Isaacs
- Purdue University College of Pharmacy, West Lafayette, Indiana
- Eskenazi Health, Indianapolis, Indiana
| | - Alison M. Walton
- Butler University College of Pharmacy and Health Sciences, Indianapolis, Indiana
- St. Vincent Health, Indianapolis, Indiana
| | - Sarah A. Nisly
- Butler University College of Pharmacy and Health Sciences, Indianapolis, Indiana
- Indiana University Health Methodist Hospital, Indianapolis, Indiana
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Salter SM, Vale S, Sanfilippo FM, Loh R, Clifford RM. Long-term effectiveness of online anaphylaxis education for pharmacists. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2014; 78:136. [PMID: 25258441 PMCID: PMC4174378 DOI: 10.5688/ajpe787136] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/16/2013] [Accepted: 02/26/2014] [Indexed: 06/03/2023]
Abstract
OBJECTIVE To evaluate the long-term effectiveness of an Australasian Society of Clinical Immunology and Allergy (ASCIA) anaphylaxis e-learning program compared to lectures or no training. DESIGN A controlled interrupted-time-series study of Australian pharmacists and pharmacy students who completed ASCIA anaphylaxis e-learning or lecture programs was conducted during 2011-2013. Effectiveness was measured using a validated test administered pretraining, posttraining, and 3 and 7 months after training. ASSESSMENT All learning groups performed significantly better on all posttests compared to the pretest, and compared to a control group (p<0.001). The proportion of e-learners achieving the minimum standard for anaphylaxis knowledge improved from 45% at pretest to 87% at 7 months. CONCLUSION The ASCIA e-learning program significantly increased anaphylaxis knowledge. The high proportion of participants achieving the minimum standard at 7 months indicates long-term knowledge change.
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Affiliation(s)
- Sandra M Salter
- School of Medicine and Pharmacology, The University of Western Australia, Crawley, Western Australia
| | - Sandra Vale
- The Australasian Society of Clinical Allergy and Immunology, Sydney, New South Wales, Australia
| | - Frank M Sanfilippo
- School of Population Health, The University of Western Australia, Crawley, Western Australia
| | - Richard Loh
- Bachelor of Medicine/Bachelor of Surgery ; The Australasian Society of Clinical Allergy and Immunology, Sydney, New South Wales, Australia ; School of Paediatrics and Child Health, The University of Western Australia, Crawley, Western Australia
| | - Rhonda M Clifford
- School of Medicine and Pharmacology, The University of Western Australia, Crawley, Western Australia
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George PP, Papachristou N, Belisario JM, Wang W, Wark PA, Cotic Z, Rasmussen K, Sluiter R, Riboli-Sasco E, Tudor Car L, Musulanov EM, Molina JA, Heng BH, Zhang Y, Wheeler EL, Al Shorbaji N, Majeed A, Car J. Online eLearning for undergraduates in health professions: A systematic review of the impact on knowledge, skills, attitudes and satisfaction. J Glob Health 2014; 4:010406. [PMID: 24976965 PMCID: PMC4073252 DOI: 10.7189/jogh.04.010406] [Citation(s) in RCA: 213] [Impact Index Per Article: 21.3] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022] Open
Abstract
BACKGROUND Health systems worldwide are facing shortages in health professional workforce. Several studies have demonstrated the direct correlation between the availability of health workers, coverage of health services, and population health outcomes. To address this shortage, online eLearning is increasingly being adopted in health professionals' education. To inform policy-making, in online eLearning, we need to determine its effectiveness. METHODS We performed a systematic review of the effectiveness of online eLearning through a comprehensive search of the major databases for randomised controlled trials that compared online eLearning to traditional learning or alternative learning methods. The search period was from January 2000 to August 2013. We included articles which primarily focused on students' knowledge, skills, satisfaction and attitudes toward eLearning and cost-effectiveness and adverse effects as secondary outcomes. Two reviewers independently extracted data from the included studies. Due to significant heterogeneity among the included studies, we presented our results as a narrative synthesis. FINDINGS Fifty-nine studies, including 6750 students enrolled in medicine, dentistry, nursing, physical therapy and pharmacy studies, met the inclusion criteria. Twelve of the 50 studies testing knowledge gains found significantly higher gains in the online eLearning intervention groups compared to traditional learning, whereas 27 did not detect significant differences or found mixed results. Eleven studies did not test for differences. Six studies detected significantly higher skill gains in the online eLearning intervention groups, whilst 3 other studies testing skill gains did not detect differences between groups and 1 study showed mixed results. Twelve studies tested students' attitudes, of which 8 studies showed no differences in attitudes or preferences for online eLearning. Students' satisfaction was measured in 29 studies, 4 studies showed higher satisfaction for online eLearning and 20 studies showed no difference in satisfaction between online eLearning and traditional learning. Risk of bias was high for several of the included studies. CONCLUSION The current evidence base suggests that online eLearning is equivalent, possibly superior to traditional learning. These findings present a potential incentive for policy makers to cautiously encourage its adoption, while respecting the heterogeneity among the studies.
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Affiliation(s)
- Pradeep Paul George
- Health Services and Outcomes Research, National Healthcare Group, Singapore ; Joint first authors
| | - Nikos Papachristou
- Global eHealth Unit, Department of Primary Care and Public Health, School of Public Health, Imperial College London, London, UK ; Joint first authors
| | | | - Wei Wang
- Department of Integrated Early Childhood Development, Capital Institute of Pediatrics, Chaoyang District Beijing, P.R. China
| | - Petra A Wark
- Global eHealth Unit, Department of Primary Care and Public Health, School of Public Health, Imperial College London, London, UK
| | - Ziva Cotic
- Global eHealth Unit, Department of Primary Care and Public Health, School of Public Health, Imperial College London, London, UK
| | - Kristine Rasmussen
- Global eHealth Unit, Department of Primary Care and Public Health, School of Public Health, Imperial College London, London, UK
| | - René Sluiter
- Department of Health Evidence, Radboud University Nijmegen, Nijmegen, The Netherlands
| | - Eva Riboli-Sasco
- Global eHealth Unit, Department of Primary Care and Public Health, School of Public Health, Imperial College London, London, UK
| | - Lorainne Tudor Car
- Department of Primary Care and Public Health, School of Public Health, Imperial College London, London, UK
| | - Eve Marie Musulanov
- Global eHealth Unit, Department of Primary Care and Public Health, School of Public Health, Imperial College London, London, UK
| | | | - Bee Hoon Heng
- Health Services and Outcomes Research, National Healthcare Group, Singapore
| | - Yanfeng Zhang
- Department of Integrated Early Childhood Development, Capital Institute of Pediatrics, Chaoyang District Beijing, P.R. China
| | | | - Najeeb Al Shorbaji
- Department of Primary Care and Public Health, School of Public Health, Imperial College London, London, UK
| | - Azeem Majeed
- Department of Primary Care and Public Health, School of Public Health, Imperial College London, London, UK
| | - Josip Car
- Health Services and Outcomes Research, National Healthcare Group, Singapore ; Health Services and Outcomes Research Programme, Lee Kong Chian School of Medicine, Imperial College & Nanyang Technological University, Singapore
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Salter SM, Karia A, Sanfilippo FM, Clifford RM. Effectiveness of E-learning in pharmacy education. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2014; 78:83. [PMID: 24850945 PMCID: PMC4028592 DOI: 10.5688/ajpe78483] [Citation(s) in RCA: 70] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/21/2013] [Accepted: 12/16/2013] [Indexed: 05/04/2023]
Abstract
Over the past 2 decades, e-learning has evolved as a new pedagogy within pharmacy education. As learners and teachers increasingly seek e-learning opportunities for an array of educational and individual benefits, it is important to evaluate the effectiveness of these programs. This systematic review of the literature examines the quality of e-learning effectiveness studies in pharmacy, describes effectiveness measures, and synthesizes the evidence for each measure. E-learning in pharmacy education effectively increases knowledge and is a highly acceptable instructional format for pharmacists and pharmacy students. However, there is limited evidence that e-learning effectively improves skills or professional practice. There is also no evidence that e-learning is effective at increasing knowledge long term; thus, long-term follow-up studies are required. Translational research is also needed to evaluate the benefits of e-learning at patient and organizational levels.
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Affiliation(s)
- Sandra M Salter
- School of Medicine and Pharmacology, The University of Western Australia, Crawley, Australia
| | - Ajay Karia
- School of Medicine and Pharmacology, The University of Western Australia, Crawley, Australia
| | - Frank M Sanfilippo
- School of Population Health, The University of Western Australia, Crawley, Australia
| | - Rhonda M Clifford
- School of Medicine and Pharmacology, The University of Western Australia, Crawley, Australia
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