Abstract
Teaching large cohorts of pharmacy students with a team of multiple tutors in a feedback intensive course poses challenges in relation the amount of data generated, data integrity, interpretation of the data and importantly application of the insights gained from the data. The dispensing and counselling course in the third year BPharm at the University of Sydney has implemented the USyd Pharmacy Dashboard, developed to address these challenges following the Technological Pedagogical Content Knowledge Framework (TPACK) to integrate technology into teaching. The dashboard was designed to improve the student experience through more consistent feedback, gain insights to improve teaching delivery and provide efficiencies in maintaining data integrity. The tool has been developed using an action-based research approach whereby ideas are put into practice as the means to further develop the idea and improve practice. Refinement of the USyd Pharmacy Dashboard over three years has shown improvements in teaching delivery as teachers can respond to emerging trends. Student performance and satisfaction scores have increased, mainly due to improved consistency between tutors and improved delivery of feedback. Time involved with administrative tasks such as data maintenance is reduced. Opportunities for further refinements such as real time benchmarking and developing an open learner model have become apparent.
Highlights
Background and PurposeUniversity teaching is increasingly becoming more dependent on technology on a day-to-day basis [1]
This paper focuses on one course, dispensing and counselling in third year Bachelor of Pharmacy In 2020, 205 hundred students were enrolled in the dispensing and counselling course with 18 tutors, 5368 products were dispensed by students and 3385 counselling assessments were conducted
For the unit of study coordinator, the USyd Pharmacy Dashboard has a number of practical applications
Summary
University teaching is increasingly becoming more dependent on technology on a day-to-day basis [1]. Ranging from commercial learning management systems such as Canvas© and Blackboard® to self-developed technologies such as the Student Relationship Engagement System (SRES) developed at The University of Sydney [2]. It is imperative to know what to do with that data, how to access relevant information and adapt teaching strategies to improve student outcomes. Teaching pharmacy dispensing and patient counselling to a large cohort of students over multiple days with multiple tutors presents many challenges. The questions raised have been of quality assurance, ensuring a consistent approach to the tasks and as well as consistency of the feedback provided, and how to communicate that approach to the team delivering the course and provide student’s feedback [3]
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