Are doctor of pharmacy students prepared for high technology learning?

Abstract

This study evaluated 104 Doctor of Pharmacy students self-reported preparedness for use and natural adaptation to computers in education throughout a course for which students received minimal technology preparation. The setting was a high technology classroom designed for student laptop computer use withIntranet/Internet access for each student. A single group, pre- and post-test survey design was employed to access essential computer terminology, applications, hardware knowledge, and file management skills necessary for successful participation in the course. Students’ computer knowledge and skills improved for the identified essential technology items upon course completion, however, this was not adequate to achieve optimal success. Many problems were encountered as a direct result of inadequate requisite skill attainment prior to starting the course. Pharmacy educators must expect and receive technology support for themselves, their students, and the classroom environment to attain the value-added potential of high technology learning.