Abstract
BackgroundNurses and other health professionals in the U.K. can gain similar prescribing rights to doctors by undertaking a non-medical prescribing course. Non-medical prescribing students must have a thorough understanding of the pharmacology of prescribing to ensure safe practice. Pharmacology education at this level is complicated by the variation in students' prior subject knowledge of, and anxiety about, the subject. The recent advances in technology, particularly the potential for mobile learning, provide increased opportunities for students to familiarise themselves with lecture materials and hence promote understanding. The objective of this study was therefore to evaluate both the subjective (student perception) and objective (student use and exam results) usefulness of podcasts of pharmacology lectures which were provided as an extra learning tool to two cohorts (n = 69) of non-medical prescribing students.MethodsThe podcasts were made available to students through the virtual learning environment WebCT. Use of podcasts by two successive cohorts of nurse prescribing students (n = 69) was tracked through WebCT. Survey data, which was collected from 44 of these students, investigated patterns of/reasons for podcast use and perceived usefulness of podcasts as a learning tool. Of these 69 students, 64 completed the pharmacology exam. In order to examine any impact of podcasts on student knowledge, their exam results were compared with those of two historical cohorts who did not have access to podcasts (n = 70).ResultsWebCT tracking showed that 91% of students accessed at least one podcast. 93% of students used the podcasts to revisit a lecture, 85% used podcasts for revision, and 61% used the podcasts when they had a specific question. Only 22% used the podcasts because they had missed a pharmacology session. Most students (81%) generally listened to the entire podcast rather than specific sections and most (73%) used them while referring to their lecture handouts. The majority of students found the podcasts helpful as a learning tool, as a revision aid and in promoting their understanding of the subject. Evaluation of the range of marks obtained, mode mark and mean mark suggested improved knowledge in students with access to podcasts compared to historical cohorts of students who did not have access to pharmacology podcasts.ConclusionsThe results of this study suggest that non-medical prescribing students utilised podcasts of pharmacology lectures, and have found the availability of these podcasts helpful for their learning. Exam results indicate that the availability of podcasts was also associated with improved exam performance.
Highlights
Introduction to the autonomic nervous systemAnalgesiaAnxiolytics & antidepressantsContraception http://www.biomedcentral.com/1472-6920/9/74 able to stream podcasts directly or download them on to an MP3 player.The preparation of the podcasts initially required IT assistance from a member of the School of Nursing Educational Technology group and it took approximately four hours to produce one complete podcast and its associated subsections in MP3 format
Exam results indicate that the availability of podcasts was associated with improved exam performance
The purpose of this study was to provide an evaluation of the usefulness of podcasts of pharmacology lectures as a supplementary learning tool for non-medical prescribing (NMP) students
Summary
Introduction to the autonomic nervous systemAnalgesiaAnxiolytics & antidepressantsContraception http://www.biomedcentral.com/1472-6920/9/74 able to stream podcasts directly or download them on to an MP3 player.The preparation of the podcasts initially required IT assistance from a member of the School of Nursing Educational Technology group and it took approximately four hours to produce one complete podcast and its associated subsections in MP3 format. Student perceptions of podcast value The assessment of student perceptions of podcast value involved the collection of questionnaire data from two successive cohorts of NMP students (n = 69) who had access to podcasts of seven key pharmacology lectures. This questionnaire consisted of 21 items, contained a mixture of both fixed and open-response questions and was divided into two sections. Non-medical prescribing students must have a thorough understanding of the pharmacology of prescribing to ensure safe practice. Prescribing has been recognised by the medical profession as being an essential skill which is underpinned by a sound knowledge of the principles of pharmacology and therapeutics [10]
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