Learning In Pharmacy Education Research Articles

Exploring Feedback Mechanics during Experiential Learning in Pharmacy Education: A Scoping Review.

(1) Background: This scoping review aims to explore the literature on feedback for pharmacy students during experiential learning, with a focus on identifying the modes of delivery of feedback and the perceived impact of feedback on student learning outcomes. (2) Methods: The scoping review was conducted in accordance with the Joanna Briggs Institute (JBI) methodology and reported following the Preferred Reporting Items for Systematic Reviews Extension for Scoping Reviews (PRISMA-ScR) guidelines. PubMed, Web of Science, Embase, EBSCO, ERIC, and ProQuest Central were searched electronically from their inception until the end of February 2023 using a combination of keywords and MeSH terms related to feedback, pharmacy education, and student learning outcomes. Data were synthesized narratively. (3) Results: This review included 13 studies published between 2008 and 2022. Almost half of the included studies were conducted in the USA (n = 6, 46%) and reported the perspective of undergraduate pharmacy students (n = 6, 46%). Verbal feedback was the most common mode of feedback delivery (n = 6, 46%). The enablers of effective feedback included timely feedback (n = 6, 46%), feedback provided in a goal-oriented and objective manner (n = 5, 40%), and student-specific feedback (n = 4, 30%). On the other hand, the most common impediments to feedback efficacy were providing extremely positive feedback and lack of constructive criticism. (4) Conclusions: Our findings highlight the importance of feedback model implementation in pharmacy education and preceptor training programs to ensure effective and quality feedback to pharmacy students.

DIGITAL TOOLS FOR ENGLISH LANGUAGE LEARNING IN PHARMACY EDUCATION PROGRAMS

In response to the increasing demand for effective English language communication skills in the pharmaceutical domain, this study explores the integration of digital tools within pharmacy education programs. The globalized nature of the pharmaceutical industry necessitates a thorough examination of innovative strategies to enhance language proficiency among students. Utilizing a mixed-methods approach, the research combines quantitative assessments and qualitative analyses to investigate the impact of various digital tools on language learning outcomes, student engagement, and the practical application of acquired skills.The quantitative component involves evaluating language proficiency levels through surveys and assessments, providing a quantitative measure of the effectiveness of digital tools. Concurrently, qualitative analyses, including interviews and focus group discussions, aim to uncover insights into learner experiences, preferences, and the challenges associated with integrating digital tools into language learning curricula within pharmacy education programs. The study's significance lies in its potential to inform educators, curriculum developers, and policymakers about the benefits of leveraging digital tools for English language learning in pharmacy education. By tailoring strategies to enhance communication skills, the research seeks to prepare future pharmacy professionals to navigate the diverse linguistic landscape of the pharmaceutical industry. The findings contribute to the ongoing discourse on innovative teaching methodologies, providing actionable insights for stakeholders committed to fostering language proficiency and effective communication in pharmacy education programs.

Game-based learning in pharmacy education: A systematic review and narrative synthesis

Background: Studies have shown improved learning outcomes using game-based learning (GBL) in health professions education. The aim of this systematic review was to explore and summarise the current evidence related to the design, assessment methods, and outcomes of implementing GBL in pharmacy education. It also aimed to determine and the impact of gamified learning activities on students’ perception and attainment of the desired learning outcomes. Methods: A comprehensive search was undertaken using the PubMed, Scopus, and Google Scholar databases. The Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) guideline was used for reporting this systematic review. Results: A total of 22 studies involving pharmacy students were included. GBL was utilised for a variety of pharmacy-related topics or courses including major and elective didactic courses and pharmacy practice experiences. Evaluation of GBL activities was mostly based on post-game surveys or/and quizzes. All studies showed a positive impact of game-based learning on pharmacy education. Conclusion: GBL has an important role in pharmacy education in both didactic and practicum courses. Findings show that the benefits of GBL are prominent through different areas of the pharmacy curriculum and in all professional pharmacy years.

Virtual reality environment in pharmacy education: A cyclical study on instructional design principles

AbstractBackgroundIt is crucial to use innovative tools to gain clinical reasoning skills through experiential learning in pharmacy education, and one of the most effective tools used in this is virtual reality. However, the lack of research that empirically demonstrates the instructional principles of virtual environment design, especially in the clinical setting, has resulted in a significant gap in the current literature.AimIn this study, it was aimed to determine the instructional design principles of a virtual environment for the clinical pharmacy.MethodThe study was conducted as a design‐based research. The data of the study related to three components of the developed virtual reality environment in pharmacy education (VRPE). These components, scenario development interface‐scenario development interface, virtual environment, and scenario, were collected through interviews, observation, document review, and a system usability scale. Instructional design principles for the VRPE were determined through analysis of the collected data.ResultsThe prominent instructional design principles of the VRPE were revealed as immersion, interaction, diversity, flow, aesthetics‐ergonomic‐universal design, informing, and retest availability. The significance of the study was the adoption of a holistic perspective in the design of a virtual reality environment for pharmacy education. In addition, one of the most critical features of the study was eliminating the expertise barrier in virtual environment design. Thus, it was concluded that the VRPE is an extraordinary tool that can be used for pharmacy education to promote experiential learning.

Covid-19 distance and online learning: a systematic literature review in pharmacy education

The Covid-19 outbreak necessitated the implementation of social distancing mechanisms, such as the enforcement of lockdowns in numerous nations. The lockdown has disrupted many parts of everyday life, but this unusual event has particularly affected education. The temporary closure of educational institutions ushered in dozens of new reforms, including a shift into the distance and online learning. This study investigates the transition from traditional education in physical classrooms to online and distance and online learning in pharmacy education during Covid-19, especially about the challenges and benefits of distance and online learning. We did Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) for literature sources between 2020 and 2022 (n.14). The study elaborates on how the transition has influenced teachers and students of pharmacy education. The research also summarizes several recommendations, which may assist in minimizing the adverse impacts of lockdown and encourage streamlined processes to distance and online learning, particularly in pharmacy education.

High-fidelity simulation technology combined with active learning in pharmacy education

High-fidelity simulation technology combined with active learning in pharmacy education

Virtualized Gamified Pharmacy Simulation during COVID-19.

Extended and immersive gamified pharmacy simulation has been demonstrated to provide transformative learning in pharmacy education, preparing graduates for real-world practice. An international consortium of universities has implemented local adaptations of the Pharmacy Game into their curricula. From early 2020, pharmacy academics modified the delivery of gamified simulation in response to the COVID-19 pandemic, while still aiming to deliver the important learning outcomes of enhanced communication, collaboration, confidence and competence. Australian universities went into full lockdown from March 2020, and the critical gamified simulation at Griffith University was delivered entirely virtually in 2020. An array of synchronous and asynchronous approaches and software platforms was employed, including Microsoft Teams, Forms and Stream plus the online interview platform Big Interview. These allowed for the simulation activities, including dispensing, counselling and clinical cases, to be conducted by students online. In 2021, Griffith University conducted hybrid delivery of its Pharmacy Game, balancing student participation both in person and online. Microsoft Power Apps was added to the hosting platform to enhance the simulation interface, and Power Virtual Agent artificial intelligence chatbots, with natural language processing, were used to enable asynchronous clinical interaction. The combination of learning technologies provided the means to deliver successful gamified simulation in the virtual and hybrid environments while still achieving outstanding learning outcomes from the capstone activity. This paper details the technologies used to virtualize the Australian Pharmacy Game and the analytics available to educators to assess student participation, engagement and performance.

Game-Based Learning in Pharmacy Education.

Game-based learning (GBL) involves adding game elements to non-game activities to encourage engagement. Pharmacy curricula are required to incorporate active learning to meet accreditation standards. The literature supports that well-designed GBL holds the attention of students and improves knowledge in some instances. Furthermore, these adaptable experiences can be leveraged for a variety of content areas in pharmacy education. Some activities utilized by educators require large amounts of technological expertise, while others involve minimal use of technology. The incorporation of technology can create highly immersive experiences for learners; however, there are barriers (e.g., financial and technology prowess) to implementation compared to simpler designs. One area of GBL that is not well defined in the literature is how to adequately assess student learning outcomes. Most current studies describe subjective attitudes and confidence or assess content knowledge through objective pre- and post-tests. In the future, more defined and connected methods for assessment—such as active demonstrations within the game—will be needed to better incorporate GBL into pharmacy curricula. Based on the collective evidence in the literature, some GBL activities may serve as useful tools to improve pharmacy student engagement and learning.

Effectiveness of blended learning in pharmacy education: An experimental study using clinical research modules.

Though there are studies to evaluate the effectiveness of blended learning in pharmacy education, most of them originate from USA and have used previous year students' scores as control. Also there is less research in comparing use of self -regulated learning strategies between blended and other learning strategies. Primary aim was to evaluate the effectiveness of blended learning on knowledge score using clinical research modules. Secondary objective was designed to compare the use of self-regulated learning strategies between blended learning, web-based e-learning and didactic teaching. A prospective cluster randomized trial was conducted with didactic teaching as control and web-based e-learning and blended learning as interventions. The target population was final year Pharm D students. Outcome was assessed using a validated knowledge questionnaire, a motivated strategies for learning questionnaire and a feedback form. All statistical analyses were carried out using Statistical Package for Social Science (SPSS) Version 20. A total of 241 students from 12 colleges completed the study. Mean knowledge score of students in blended learning group was higher than those in the didactic teaching and web- based e- learning program (64.26±18.19 Vs 56.65±8.73 Vs 52.11±22.06,p<0.001).Frequency of use of learning strategies namely rehearsal, elaboration, organization and critical thinking was statistically significantly higher in the blended learning group compared to those of didactic and web-based e-learning group (p<0.05) But there were no statistically significant difference of motivational orientations between didactic and blended learning group except strategies of extrinsic goal orientation and self-efficacy. Students preferred blended learning (86.5%) over didactic and web-based e-learning. Blended learning approach is an effective way to teach clinical research module. Students of blended learning group employed all motivational and learning strategies more often than students of the didactic and web- based e-learning groups except strategies of intrinsic goal orientation, task value, control of learning belief and help seeking.

Promoting deeper learning in pharmacy education using team-based learning

Background. The benefit of deep learning compared with surface learning is the ability to retrieve, apply and integrate previously learnt knowledge rather than simply memorising course content most likely to be evaluated during assessments. Team-based learning (TBL) is an educational strategy that echoes the purpose of deeper learning. Objectives. To identify whether TBL as a teaching strategy increases pharmacy students’ understanding of theoretical work. Method. Fourth-year pharmacy students completed a questionnaire consisting of biographical data (gender, age and ethnicity) and 16 questions on their understanding of course content. A total of 183 students (91.5%) participated after giving informed consent that their data may be included in the study. Results. The results indicated that, due to the implementation of TBL in the course, students perceived that they learnt more and made more effort, experienced increased understanding of content, perceived higher knowledge retention, performed better during assessments in the module where TBL was implemented and felt that course outcomes were achieved more easily. Conclusion. TBL as a teaching strategy could potentially promote deeper learning of course content.

Blending team-based learning and game-based learning in pharmacy education

Background and purposeTeam-based learning (TBL) and game-based learning (GBL) are evidence-based active learning pedagogies. This study reports a learning experience that harnesses TBL and GBL benefits by blending both pedagogies (referred herein as TGL) in the facilitation of an immunology module for pharmacy students. The manuscript presents the rationale for using TGL, a description of the TGL process, student outcomes and satisfaction with the learning experience, and TGL applicability in different topics/disciplines. Educational activity and settingSixty-five students were divided into 12 teams. Pre-class foundational readiness material was posted one week before class. Student readiness was assessed via individual and team readiness assurance tests (iRAT/tRAT) mapped to learning objectives, with immediate instructor-mediated debrief. Then student teams worked toward solving clinical applications using evidence-based clinical information databases, e.g., UpToDate, Lexicomp. Finally, students were engaged in a competitive online game designed to review topic's key concepts and evaluate student knowledge individually post-learning experience. FindingsTGL process fulfilled learning outcomes, indicated by successful student performance in module-related assessments: iRAT = 92.5% ± 1.2; tRAT = 98.3% ± 1.1; educational game = 71.5% ± 3.6; block exam = 82.1% ± 5.3. Student survey indicated that >90% of students are satisfied with readiness material, alignment of activities with learning outcomes, engagement in active learning, gaining new relevant knowledge/skills/mindset, and merging TBL with GBL. SummaryCombining GBL with TBL allowed assessing student performance individually after the learning experience, an element that is not part of canonical TBL structure, to ensure students are prepared for high-stake/board exams. TGL can be applied in diverse topics/disciplines and is generalizable to small and large cohorts.

Effectiveness of blended learning in pharmacy education: A systematic review and meta-analysis.

Though blended learning (BL), is widely adopted in higher education, evaluating effectiveness of BL is difficult because the components of BL can be extremely heterogeneous. Purpose of this study was to evaluate the effectiveness of BL in improving knowledge and skill in pharmacy education. PubMed/MEDLINE, Scopus and the Cochrane Library were searched to identify published literature. The retrieved studies from databases were screened for its title and abstracts followed by the full-text in accordance with the pre-defined inclusion and exclusion criteria. Methodological quality was appraised by modified Ottawa scale. Random effect model used for statistical modelling. A total of 26 studies were included for systematic review. Out of which 20 studies with 4525 participants for meta-analysis which employed traditional teaching in control group. Results showed a statistically significant positive effect size on knowledge (standardized mean difference [SMD]: 1.35, 95% confidence interval [CI]: 0.91 to 1.78, p<0.00001) and skill (SMD: 0.68; 95% CI: 0.19 to 1.16; p = 0.006) using a random effect model. Subgroup analysis of cohort studies showed, studies from developed countries had a larger effect size (SMD: 1.54, 95% CI: 1.01 to 2.06), than studies from developing countries(SMD: 0.44, 95% CI: 0.23 to 0.65, studies with MCQ pattern as outcome assessment had larger effect size (SMD: 2.81, 95% CI: 1.76 to 3.85) than non-MCQs (SMD 0.53, 95% CI 0.33 to 0.74), and BL with case studies (SMD 2.72, 95% CI 1.86-3.59) showed better effect size than non-case-based studies (SMD: 0.22, CI: 0.02 to 0.41). BL is associated with better academic performance and achievement than didactic teaching in pharmacy education.

Use of Digital vs Printed Posters for Teaching and Learning in Pharmacy Education

Objective. To characterize student pharmacists' perceptions of the use of posters as a learning tool and their preferences regarding digital posters compared to printed posters for presentation and review.Methods. Student pharmacists presented and peer-reviewed posters in a digital format using a tablet and an overhead monitor or in a printed format mounted on a poster board. The perceptions of two cohorts of pharmacy students were characterized by comparing their responses on pre- and post-activity surveys.Results. The pre- and post-activity surveys were completed by 543 students (95.3%) in the 2017-2018 academic year and 553 students (97%) in the 2018-2019 academic year, respectively. Over 95% of students perceived that the poster activity enhanced their poster creation, literature evaluation, and communication skills, while also improving their learning of pharmacy-related topics. There was a significant increase on the post-activity survey in the number of students who preferred the digital poster format, with students indicating that the digital format was straightforward (87.3%), enhanced their presentation (77.2%), and promoted learning (70.5%).Conclusion. Poster presentations provide a platform for the dissemination and discussion of topics and allow students to improve their presentation and communication skills. Digital posters represent a convenient, cost-effective, and preferred presentation method for pharmacy students compared to printed posters.

Feedback for Learning in Pharmacy Education: A Scoping Review.

Feedback is an effective pedagogy aimed to create cognitive dissonance and reinforce learning as a key component of clinical training programs. Pharmacy learners receive constant feedback. However, there is limited understanding of how feedback is utilized in pharmacy education. This scoping review sought to summarize the breadth and depth of the use of feedback within pharmacy education and identify areas for future research. PubMed, Embase, Scopus, and Web of Science were searched for English articles since January 2000 to identify studies related to feedback in pharmacy education. Sixty-four articles were included for analysis, stratified by moderate and major theory talk, where moderate theory talk explicitly included feedback into study design and major theory talk included feedback into both study design and analysis. Feedback was provided in Bachelor (14%), Master (15.6%), Doctor of Pharmacy (67.2%) and post-graduate programs (4.7%) on a variety of curricular objectives including communication and patient work up in didactic, objective structured clinical examination (OSCE), and experiential settings, and career/interview preparation in the co-curriculum. Feedback comments were mostly written in didactic courses, and both written and verbal in OSCE, experiential, and co-curricular settings. The pharmacy education feedback literature lacks depth beyond student perceptions, especially with respect to assessing the effectiveness and quality of feedback for learning. While feedback has been utilized throughout pharmacy education across myriad outcomes, several areas for inquiry exist which can inform the design of faculty and preceptor development programs, ensuring provision of effective, quality feedback to pharmacy learners.

Introducing Augmented Reality Technology to Enhance Learning in Pharmacy Education: A Pilot Study.

There is increasing use of augmented reality (AR) technology, which combines the virtual and real world, in the tertiary education sector. AR enables flexibility in student learning, since this technology may be used in the face to face setting and may also be accessed by students at any time outside of this setting. The purpose of this study was to develop an AR tool and investigate its effectiveness for learning about the medication naloxone using AR in a MagicBook; and determine student opinions on its acceptability and usability. Using a sequential explanatory, mixed method design, 25 undergraduate pharmacy students were recruited to participate in the study. Pre- and post-tests were used to measure changes in knowledge and a survey was used to collect information on the usability and acceptability of AR for learning. The findings of the study indicated that AR technology was able to support student learning on the chosen topic, showing 42% improvement in quiz score p < 0.0001, and that students found using AR was stimulating, interactive, engaging and easy to follow. Thus, AR technology could be an effective way to enhance student learning about medicines.

The role of online learning in pharmacy education: A nationwide survey of student pharmacists

IntroductionStudent pharmacists have significant exposure to online learning methods in their pre-pharmacy educational experiences. With decreasing resources and faculty shortages in pharmacy education, online delivery of course content is an efficient way to deliver pharmacy curricula while optimizing classroom time for active learning strategies. The purpose of this study was to assess student preferences associated with the utility of online learning methods such as online platforms, social media, and handheld devices. MethodsAn anonymous, voluntary 43-question online survey was delivered to students at colleges and schools of pharmacy in the United States (US). Frequency statistics were used to establish prevalence of student preferences. ResultsOverall, 1873 students from 29 schools of pharmacy completed the survey. Of these students, 30% preferred a blended course structure (with online and classroom components) throughout the curriculum, as compared to 47% of students who preferred live lectures exclusively. Approximately 57% of students found smart phones very or extremely valuable for their academic success. Approximately 61% of students reported using their smart phones and 37% reported using their tablets “always” or “often” during the past year for academic activities; however, only 31% of students found paper textbooks very or extremely valuable for their academic success, with approximately 26% using them “always” or “often.” ConclusionsUS pharmacy students prefer a blend of traditional classroom and online learning methods. When updating and revising pharmacy curricula, colleges and schools of pharmacy should consider the inclusion of technology and online learning methodologies.

Using a Novel Student-centered Teaching Method to Improve Pharmacy Student Learning

Objective. To improve students' learning and develop their learning skills in pharmacy education. Methods. A novel teaching method composed of Self-study, Test, Question and Discussion (STQD) sessions uses self-, peer-, co-learning, active learning, inductive teaching, and formative assessment to promote student-centered teaching in pharmacy education. STQD has been implemented within courses focusing on instrumental analysis and analytical chemistry. In a four-year study, qualitative and quantitative approaches were used to evaluate the effectiveness of STQD in facilitating students' learning. Results. Students positively evaluated their experience in STQD class with an overall mean and standard deviation of 4.35 (0.64) in a 5-point Likert scale, where a score of 1 is "strongly disagree" and a score of 5 is "strongly agree." The final examination results showed students' average score in an STQD class was higher than students' average score in a traditional class. Most students indicated that the STQD improved their learning ability, communication ability and facilitated their learning. Conclusion. The use of STQD in an integrated basic science curriculum has the potential to develop students' learning skills and improve their learning in pharmacy education.

The Effect of Kahoot Web-Based Learning on Learning Skills of Pharmacy Students: The Trend in Clinical Pharmacokinetics Course for 2 Generations

Abstract: Background: Kahoot is a web-based learning that uses worldwide in the education field. From the review literature, lecture with a Kahoot web-based learning will improve the learning skill. However, there have been a few studies of using Kahoot web-based learning in pharmacy education. Therefore, the aim of this study is to compare pre-and post -learning skill using Kahoot web-based learning and observe the trend of effect for 2 generations. Method: Pre-and Posttest was established in Clinical Pharmacokinetics class of 5th year Pharmacy Students for 2 consecutive generations. Before class, the students did the questionnaire to evaluate learning skill and then this group was beginning to enroll the class using Kahoot web-based learning. The 8 dimensions of learning skills; Literacy, Numeracy, Reasoning, Creative problem solving, Critical thinking, Collaborative, Communication and Computing were evaluated. The trend of effect was observed. Results: The data from 21 Pharmacy Students (11 from year 2016, 10 from year 2017) who enroll Clinical Pharmacokinetics course in topic “Therapeutic Drug Monitoring of Aminoglycosides” shown that improved of 8 dimension skills scores after learning with Kahoot web-based as follow (Mean ± SD) ; Literacy (3.29 ± 0.64 vs 4.19 ± 0.40), Numeracy (3.24 ± 0.83 vs 4.05 ± 0.50), Reasoning (3.29 ± 0.56 vs 4.19 ± 0.40), Creative problem thinking (3.05 ± 0.59 vs 4.19+ 0.60), Critical thinking (3.10 ± 0.70 vs 4.10 ± 0.62), Collaborative(3.19 ± 0.75 vs 4.19 ± 0.40), Communication (3.24 ± 0.62 vs 4.24 ± 0.44) and Computing (3.14 ± 0.73 vs 4.00 ± 0.62).The separate analysis results had the same trends. Conclusion: From the results, Kahoot web-based leaning could improve learning skill in Pharmacy Students. The effects consist in 2 generations. However, the confirmation study in the large group also needed. Key words: Kahoot, Web based learning, Learnings skill, Clinical Pharmacokinetic cause.

Redevelopment of a journal club assignment at a distance-education college of pharmacy

Background and purposeGiven the proliferation of distance learning in pharmacy education, the ability to conduct journal club in this setting warrants examination. This paper will describe the development of a journal club assignment at a distance-education (DE) college of pharmacy. Educational activity and settingA group journal club (JC) assignment at a DE college of pharmacy was modified to require recorded presentations in order to decrease the number of evaluators and recover lost classroom teaching time. The process utilized during the modification and opportunities and challenges encountered are described. Mean project grades, course grades, and grades between campuses were collected in the recorded-presentation period. The number of evaluators and hours of available lecture time were documented before and after modification. Starting in 2013, student perception of the JC experience was gathered via two post-class survey questions. FindingsThe recording of JCs in the distance-learning environment was initiated in 2010 and continued through 2017. A total of 1463 students completed the course during this time. Project and course grades averaged 89.06% (±1.83) and 86.5% (±2.27), respectively; project grade averages were similar across campuses. Following modification, evaluators decreased from an average of 15 to 1.5 and available lecture time increased by six hours. Students from 2013 through 2017 agreed that the JC project was reflective of course content (90.14%) and valuable (82.66%). SummaryUsing recordings to have students complete a JC project in a DE environment increased available lecture time, maintained grading consistency, and provided value to students.

The use of Socrative and Yammer online tools to promote interactive learning in pharmacy education

Background and purposeEngagement of students in the didactic classroom setting restricts students’ time spent towards active learning, which in turn, adversely affects the retention of concepts taught through traditional teaching methods. Thus, interactive learning is used as an alternative to engage students in the classroom and to enrich their learning experience. Integrating interactive learning activities has been shown to facilitate student learning and improve the learning outcomes. The objectives of this study are to assess the perceptions of students on the benefits and appropriateness of using online tools (e.g., Socrative and Yammer) to promote interaction of students with the instructor and other students in the classroom setting. Educational activity and settingStudents enrolled in the second and third professional years of the bachelor of pharmacy program at Qatar University were introduced to various interactive learning tools in two Pharmaceutical Sciences courses. Students were then surveyed to assess their perceptions about the benefits and appropriateness of the respective interactive learning tools introduced in the courses. FindingsOur survey results indicate that the students are in favor of using online educational tools and believe that the use of interactive learning tools enhances their learning experience. SummaryPharmacy students at Qatar University perceive that the incorporation of online technology in Pharmaceutical Sciences courses enhances interactive learning in the classroom setting.