Search for Articles:
Title / Keyword
Author / Affiliation / Email
Journal
Article Type
 
 
Advanced Search
 
Section
Special Issue
Volume
Issue
Number
Page
 
2.2
Journals
Pharmacy
Special Issues
Technology-Enhanced Pharmacy Teaching and Learning Strategies
share announcement

Technology-Enhanced Pharmacy Teaching and Learning Strategies

A special issue of Pharmacy (ISSN 2226-4787). This special issue belongs to the section "Pharmacy Education and Student/Practitioner Training".

Deadline for manuscript submissions: closed (31 January 2021) | Viewed by 42130

Special Issue Editors

Dr. Vivienne Mak

E-Mail Website
Guest Editor
Faculty of Pharmacy and Pharmaceutical Sciences, Monash University, Melbourne 3052, Australia
Interests: pharmacy education; teaching and Learning; simulation; osces; mydispense; community pharmacy
Special Issues, Collections and Topics in MDPI journals
Dr. Clark Kebodeaux

E-Mail Website
Guest Editor
Pharmacy Practice and Science, University of Kentucky, Lexington, KY 40536, USA
Interests: pharmacy education; teaching and learning; community/ambulatory pharmacy; self-care; health literacy
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

The use of technology to enhance and facilitate learning in pharmacy education is on the rise. Technology is often used to either improve student engagement or to support flexible learning anytime and anywhere. The use of technology in a virtual environment also provides a safe space for students to make mistakes without the potentially life-threatening consequences of a real-world error.

Furthermore, during these unprecedented times, many pharmacy schools have had to move towards remote learning and online education in response to the COVID-19 pandemic. To facilitate learning during the pandemic, faculty have used innovative technology-based solutions that may impact education for the foreseeable future.

We invite you to share your research concerning the implementation, evaluation, and teaching experience in the use of technology to enhance pharmacy teaching and learning including innovative methods used to realize remote and online learning during the COVID-19 outbreak.

Dr. Vivienne Mak
Dr. Clark Kebodeaux
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Pharmacy is an international peer-reviewed open access semimonthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • Pharmacy education
  • OSCE
  • Virtual
  • Simulation
  • Global
  • Technology
  • Pharmacy learning
  • Educational strategies
  • COVID-19
  • Remote learning
  • Online education

Published Papers (12 papers)

Download All Papers
Order results
Result details
Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:

Editorial

Jump to: Research, Other

4 pages, 171 KiB  
Editorial
Using Technology to Enhance Teaching and Learning in Pharmacy Education
by Clark D. Kebodeaux and Vivienne Mak
Pharmacy 2021, 9(3), 150; https://doi.org/10.3390/pharmacy9030150 - 3 Sep 2021
Cited by 2 | Viewed by 2396
Abstract
It was a privilege to serve as guest editors in Pharmacy for the Special Issue ‘Technology-Enhanced Pharmacy Teaching and Learning Strategies’ [...] Full article
(This article belongs to the Special Issue Technology-Enhanced Pharmacy Teaching and Learning Strategies)

Research

Jump to: Editorial, Other

12 pages, 1753 KiB  
Article
Use of Visual Dashboards to Enhance Pharmacy Teaching
by Andrew Bartlett, Carl R. Schneider, Jonathan Penm and Ardalan Mirzaei
Pharmacy 2021, 9(2), 93; https://doi.org/10.3390/pharmacy9020093 - 23 Apr 2021
Cited by 1 | Viewed by 4439
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 [...] Read more.
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. Full article
(This article belongs to the Special Issue Technology-Enhanced Pharmacy Teaching and Learning Strategies)
►▼ Show Figures

Figure 1

8 pages, 213 KiB  
Article
A Novel Approach to Pharmacy Practice Law Instruction
by Matthew Deneff, Lisa M. Holle, Jill M. Fitzgerald and Kathryn Wheeler
Pharmacy 2021, 9(2), 75; https://doi.org/10.3390/pharmacy9020075 - 3 Apr 2021
Cited by 6 | Viewed by 3162
Abstract
Pharmacy law instruction is often taught as a didactic course; however practical application of pharmacy law is a main component of pharmacy practice. Technology-based simulations are becoming more frequently used to enhance didactic pharmacy education. The goal of this study was to evaluate [...] Read more.
Pharmacy law instruction is often taught as a didactic course; however practical application of pharmacy law is a main component of pharmacy practice. Technology-based simulations are becoming more frequently used to enhance didactic pharmacy education. The goal of this study was to evaluate the utility of and student perceptions on the usefulness of MyDispense community pharmacy simulation for additional law instruction that if successful might prompt curricular revamping. This Institutional Review Board–approved, two-year, qualitative, prospective, survey study was conducted in a case study class where students completed MyDispense exercises focused on common legal issues that arise in practice, both individually before and within groups during class. Participating students completed a qualitative survey directed at use of MyDispense for pharmacy law review, which included a series of close-ended questions graded on a Likert scale and open-ended questions thematically grouped. Thirty-eight (41%) and twenty-eight (31%) students completed surveys in 2017 and 2018, respectively. The majority of respondents felt exercises improved their understanding of pharmacy laws, focused on challenging areas, and were more interesting than additional lectures. However, certain topics were reported as irrelevant based on practice experiences or not ideal for simulation, and students desired exercises on state laws versus pharmacy policies. Students reported the MyDispense simulation exercises helped them to recall pharmacy laws and focus on topics that were challenging. These study results prompted curricular revamping to incorporate MyDispense throughout the curriculum for practice in recognizing and solving legal scenarios, along with didactic course changes. Full article
(This article belongs to the Special Issue Technology-Enhanced Pharmacy Teaching and Learning Strategies)
9 pages, 221 KiB  
Article
Analysis of Dispensing Errors Made by First-Year Pharmacy Students in a Virtual Dispensing Assessment
by Sara Chuang, Kate Lorraine Grieve and Vivienne Mak
Pharmacy 2021, 9(1), 65; https://doi.org/10.3390/pharmacy9010065 - 20 Mar 2021
Cited by 5 | Viewed by 5043
Abstract
Pharmacists have a crucial role in the supply of medications and ensuring optimal patient outcomes. However, with the increased use of prescription medications, there is a potential for dispensing errors to occur. Some dispensing errors can result in patient harm, with some leading [...] Read more.
Pharmacists have a crucial role in the supply of medications and ensuring optimal patient outcomes. However, with the increased use of prescription medications, there is a potential for dispensing errors to occur. Some dispensing errors can result in patient harm, with some leading to death. The development of safe and accurate dispensing skills in pharmacy students is an essential part of the pharmacy curriculum to prevent such dispensing errors from occurring. A retrospective study was conducted on a virtual dispensing assessment completed by first-year pharmacy students using MyDispense at Monash University. Students were assessed on their ability to safely and accurately dispense four prescriptions. The students’ answers in the assessment were then analyzed using qualitative and quantitative methods. Errors in drug quantity, number of repeats, product, patient and prescriber selection were quantitatively analyzed. Through the development of a codebook, frequency of errors was determined for label directions and appropriate use of ancillary labels. In this study, the dispensing errors that were identified depended on the class of medication. Errors in label directions were most common, with the majority of errors displaying incorrect route of administration, drug formulation and/or frequency of dosing. Identified errors were then further categorized into potential severity of harm, ranging from “no harm” to “severe harm”. The findings from this study show the types of errors made by students that are preventable and the potential for first-year pharmacy students to benefit from more comprehensive introductions to dispensing guides and safe environments to practice. Full article
(This article belongs to the Special Issue Technology-Enhanced Pharmacy Teaching and Learning Strategies)
10 pages, 381 KiB  
Article
Remote OSCE Experience: What First Year Pharmacy Students Liked, Learned, and Suggested for Future Implementations
by Amanda Savage, Lana M. Minshew, Heidi N. Anksorus and Jacqueline E. McLaughlin
Pharmacy 2021, 9(1), 62; https://doi.org/10.3390/pharmacy9010062 - 18 Mar 2021
Cited by 17 | Viewed by 4093
Abstract
During the wake of the COVID-19 pandemic, many schools quickly transitioned their teaching and assessment strategies to online formats. In Spring 2020, a 3-station remote Objective Structured Clinical Examination (OSCE) was implemented for first-year pharmacy students. The day following the remote OSCEs students [...] Read more.
During the wake of the COVID-19 pandemic, many schools quickly transitioned their teaching and assessment strategies to online formats. In Spring 2020, a 3-station remote Objective Structured Clinical Examination (OSCE) was implemented for first-year pharmacy students. The day following the remote OSCEs students answered three open-text prompts about the remote OSCE experience: (1) “I liked...”, (2) “I learned…”, and (3) “I suggest…”. Responses were open-coded and frequency counts were calculated to determine the most prevalent codes. Concept maps were created to visualize and explore connections between the codes. Out of 157 students, 156 students completed the reflection assignment, a 99.36% response rate. The three major themes in the Liked data were: Logistics (n = 65, 41.7%), Differences In-person Versus Remote (n = 59, 37.8%), and Skill Development (n = 43, 27.6%). The three major themes in the Learned data were: Technology (n = 66, 42.3%), Communication (n = 58, 37.2%), and Skill Development (n = 56, 35.9%). The three major themes in the Suggest data were: Logistics (n = 89, 57.1%), Technology (n = 31, 19.9%), and Continuation of Remote OSCE (n = 31, 19.9%). Overall, the remote OSCE experience was well-received, and students described it as applicable to their future pharmacy practice. Future work should explore the design, implementation, and outcomes of remote OSCEs. Full article
(This article belongs to the Special Issue Technology-Enhanced Pharmacy Teaching and Learning Strategies)
►▼ Show Figures

Figure 1

6 pages, 186 KiB  
Article
Transitioning Competency-Based Communication Assessments to the Online Platform: Examples and Student Outcomes
by Sarah Scoular, Ashley Huntsberry, Toral Patel, Sara Wettergreen and Jason M. Brunner
Pharmacy 2021, 9(1), 52; https://doi.org/10.3390/pharmacy9010052 - 5 Mar 2021
Cited by 14 | Viewed by 3287
Abstract
In light of the COVID-19 pandemic, pharmacy education has shifted from in-person teaching and assessments to the virtual environment. Many education programs had previously adopted objective structured clinical examinations (OSCEs) to assess communication abilities in-person with standardized patients (SPs). However, comparative student outcome [...] Read more.
In light of the COVID-19 pandemic, pharmacy education has shifted from in-person teaching and assessments to the virtual environment. Many education programs had previously adopted objective structured clinical examinations (OSCEs) to assess communication abilities in-person with standardized patients (SPs). However, comparative student outcome data between virtual and in-person methods as well as guidance on how to conduct communication-based OSCEs in the virtual environment is lacking. The University of Colorado Skaggs School of Pharmacy and Pharmaceutical Sciences (SSPPS) describes its methods of conducting two types of communication-based OSCEs (patient counseling and gathering a medical history). Student performance data from the two virtual OSCEs in 2020 was compared to results from two 2019 in-person OSCEs using Mann Whitney U Tests. The 2020 cohort scored significantly higher than the 2019 cohort in all variables (i.e., using effective verbal and non-verbal communication, using patient friendly education, organizing the encounter, demonstrating empathy, establishing trust, professionalism) and in overall score. However, the effect size for these findings indicate the differences between performances are generally small and more likely due to changes in grading patterns due to the pandemic. Full article
(This article belongs to the Special Issue Technology-Enhanced Pharmacy Teaching and Learning Strategies)
10 pages, 226 KiB  
Article
Integration of a Virtual Dispensing Simulator “MyDispense” in an Experiential Education Program to Prepare Students for Community Introductory Pharmacy Practice Experience
by Ashley E. Johnson, Jillian Barrack, Jill M. Fitzgerald, Diana M. Sobieraj and Lisa M. Holle
Pharmacy 2021, 9(1), 48; https://doi.org/10.3390/pharmacy9010048 - 27 Feb 2021
Cited by 15 | Viewed by 4073
Abstract
Background: Technology is increasingly used to enhance pharmacy education. We sought to evaluate student learning and preparedness for community introductory pharmacy practice experiences (IPPEs) after implementation of “MyDispense” into experiential education. Methods: Both first-year pharmacy students and assigned community IPPE preceptors were eligible. [...] Read more.
Background: Technology is increasingly used to enhance pharmacy education. We sought to evaluate student learning and preparedness for community introductory pharmacy practice experiences (IPPEs) after implementation of “MyDispense” into experiential education. Methods: Both first-year pharmacy students and assigned community IPPE preceptors were eligible. Students were stratified based on previous community pharmacy experience (< or ≥ 50 h), then randomized to complete MyDispense exercises before IPPE (group A) or after 24–32 h of IPPE (group B). We evaluated preceptors’ assessment of student readiness using a 6-item Likert scale survey and students’ readiness and opinion of MyDispense using an anonymous 9-item survey. Descriptive statistics were used to characterize data. The Mann–Whitney U test was used to compare groups and a p-value < 0.05 was considered statistically significant. Results: Of 177 eligible students, 155 were randomized and 56 completed study. Group A included 32 students; 56.3% had prior community practice experience. Group B included 24 students; 50% had prior community practice experience. Forty-eight preceptors were enrolled. Students who completed exercises before rotation received higher preceptor scores for patient counseling of self-care and of medications (p < 0.05 for both). Students self-assessed their counseling skills lower than all other skills; 30.4% and 42.9% of students felt mostly or always prepared to counsel for self-care and medications, respectively. Students found MyDispense straightforward, realistic, and appreciated the ability to practice in a safe, electronic, community pharmacy, patient-care environment. Conclusion: Simulation-based software, such as MyDispense, can enhance learner understanding of the prescription fill and counseling process in a community pharmacy practice setting. Full article
(This article belongs to the Special Issue Technology-Enhanced Pharmacy Teaching and Learning Strategies)
13 pages, 238 KiB  
Article
Educational Methods and Technological Innovations for Introductory Experiential Learning Given the Contact-Related Limitations Imposed by the SARS-CoV2/COVID-19 Pandemic
by Paul M. Reynolds, Erica Rhein, Monika Nuffer and Shaun E. Gleason
Pharmacy 2021, 9(1), 47; https://doi.org/10.3390/pharmacy9010047 - 25 Feb 2021
Cited by 11 | Viewed by 3058
Abstract
Background: Acute respiratory syndrome related coronavirus disease (COVID-19) has led to substantial changes in pharmacy curricula, including the ability to provide in-person introductory experiential practice experiences (IPPEs) to University of Colorado’s International-Trained PharmD (ITPD) students. Methods: The IPPE course for ITPD students was [...] Read more.
Background: Acute respiratory syndrome related coronavirus disease (COVID-19) has led to substantial changes in pharmacy curricula, including the ability to provide in-person introductory experiential practice experiences (IPPEs) to University of Colorado’s International-Trained PharmD (ITPD) students. Methods: The IPPE course for ITPD students was redesigned to offer remote educational activities in the health system setting and simulated practice and communication activities in the community setting. Students were evaluated via surveys regarding the perceived value of these changes, and changes in knowledge, skills and abilities before and after activities. Results: A total of 6 students were enrolled in the revised IPPE course. Students agreed or strongly agreed that the overall distance-based IPPE experience, the remote health system activities, and the community activities were valuable. Students also strongly agreed that course design successfully met course outcomes and was relevant to pharmacy practice. In terms of knowledge, skills and abilities, numeric improvements were observed in remote health system activities and community-based simulated patient interactions, but results were not statistically significant. A high baseline level of knowledge led to minimal improvements in perceptions of improvement in community pharmacy skills regarding pharmacy simulation software. Conclusion: Implementation of distance-based IPPE activities may be an alternate educational modality. Full article
(This article belongs to the Special Issue Technology-Enhanced Pharmacy Teaching and Learning Strategies)
7 pages, 205 KiB  
Article
PaCE Yourself: Impact of COVID-19 on Patient-Centered Care Experience
by Kristen Wilhite, Mikael Jones and Clark Kebodeaux
Pharmacy 2021, 9(1), 43; https://doi.org/10.3390/pharmacy9010043 - 18 Feb 2021
Cited by 3 | Viewed by 2791
Abstract
(1) Background: The outbreak of the novel coronavirus, COVID-19, forced colleges of pharmacy to implement new online learning methodologies to ensure that students could complete required courses. This transition was especially acute for laboratory simulation courses that require students to practice professional skills. [...] Read more.
(1) Background: The outbreak of the novel coronavirus, COVID-19, forced colleges of pharmacy to implement new online learning methodologies to ensure that students could complete required courses. This transition was especially acute for laboratory simulation courses that require students to practice professional skills. This study aims to compare student assessment performance within a simulation-based laboratory course for students who completed the module prior to and after the online transition. (2) Methods: This study was a retrospective cohort comparison of student outcome performance with two distinct content delivery methods. Students were organized into two tracks at the beginning of the semester to determine the order of the simulation module. The online learning transition occurred in-between the delivery of the same module, which allowed comparison of online versus in-person content delivery with consistent assessment. Remediation rates on each assessment were compared using chi-squared tests. (3) Results: Student pharmacists across the first and second professional year performed similarly despite in-person or online course formats, with no significant differences in remediation rates. (4) Conclusions: Pharmacy course content, including laboratory-based simulation activity, may produce similar assessment performance when using online content delivery. Further research into hybrid or mixed-delivery models may enhance learning without affecting assessment performance. Full article
(This article belongs to the Special Issue Technology-Enhanced Pharmacy Teaching and Learning Strategies)
11 pages, 205 KiB  
Article
Prioritizing Technology in Pharmacy Education: A Document Analysis of Strategic Plans
by Jacob D. Dresser, Paul Burmeister, Vibhuti Arya and Kyle John Wilby
Pharmacy 2020, 8(4), 237; https://doi.org/10.3390/pharmacy8040237 - 11 Dec 2020
Cited by 3 | Viewed by 2443
Abstract
The COVID-19 pandemic has required many pharmacy programs to increase their utilization of technology or shift the course of delivery entirely online. Delivery in this setting has exposed areas in the use of technology where pharmacy programs need to improve (such as staff [...] Read more.
The COVID-19 pandemic has required many pharmacy programs to increase their utilization of technology or shift the course of delivery entirely online. Delivery in this setting has exposed areas in the use of technology where pharmacy programs need to improve (such as staff and student training). This study performed a document analysis of strategic plans to identify technology-related strategies and where gaps in planning currently exist. Accredited pharmacy programs in Canada and the USA were included for analysis. A total of 77 strategic plans were identified. Strategic plans were searched for the phrases: "tech", "online", "distance" and "e-learning" to identify technology-related statements. Statements relating to technology in education were coded for (1) the prioritized “action” and (2) the objective or “goal” of this strategy. Quantitative analysis of these codes revealed that the “action” was most frequently to introduce or improve technology (54.4%), and the “goal” most frequently related to enhancing teaching/course delivery/learning (34.2%). Strategic plans appeared to frequently focus on the technology itself, with little consideration for the human aspect of operating technology or readiness of programs to embrace technology. Moving forward, strategic priorities with respect to technology should be refocused towards system readiness and account for resources necessary for target user upskilling and acceptance. Full article
(This article belongs to the Special Issue Technology-Enhanced Pharmacy Teaching and Learning Strategies)
9 pages, 491 KiB  
Article
Testing of a Program to Automatically Analyze Students’ Concept Maps
by Robert Hubal, Laura Bobbitt, Sarah Garfinkle, Suzanne C. Harris, Brandon D. Powell, Madison S. Oxley, Heidi N. Anksorus and Kevin Y. Chen
Pharmacy 2020, 8(4), 209; https://doi.org/10.3390/pharmacy8040209 - 7 Nov 2020
Cited by 2 | Viewed by 3121
Abstract
Concept maps are graphical representations of how various concepts relate to one another. Assessment of concept maps developed by students in the pharmacy curriculum helps to evaluate student understanding of course material. However, providing feedback on concept maps can be time-consuming and often [...] Read more.
Concept maps are graphical representations of how various concepts relate to one another. Assessment of concept maps developed by students in the pharmacy curriculum helps to evaluate student understanding of course material. However, providing feedback on concept maps can be time-consuming and often requires the grader to be a content expert. The purpose of this study was to develop and validate a software program to provide students with feedback on their concept map performance. Student maps for four different disease states were compared against expert concept maps. The analysis of the program compared favorably to a manual assessment of student maps for the maps’ complexity and content but did not correlate for their organization. The value of using a software program to quickly and efficiently analyze concept maps is discussed. Full article
(This article belongs to the Special Issue Technology-Enhanced Pharmacy Teaching and Learning Strategies)
►▼ Show Figures

Figure 1

Other

Jump to: Editorial, Research

13 pages, 929 KiB  
Case Report
‘Prescription’ for Purposeful Adaptation of Professionalism-and-Ethics Teaching Strategies for Remote Delivery
by Cicely Roche
Pharmacy 2021, 9(1), 55; https://doi.org/10.3390/pharmacy9010055 - 7 Mar 2021
Cited by 3 | Viewed by 3128
Abstract
This case report outlines the strategies underpinning the adaptation of professionalism and ethics strand (P&E) teaching for remote delivery on a Pharmacy programme in response to COVID-19 restrictions. In line with national and University guidance, P&E teaching detailed in this report was delivered [...] Read more.
This case report outlines the strategies underpinning the adaptation of professionalism and ethics strand (P&E) teaching for remote delivery on a Pharmacy programme in response to COVID-19 restrictions. In line with national and University guidance, P&E teaching detailed in this report was delivered online in late 2020. Sessions were generally live and recorded, although some content was pre-recorded using video-capture software. All learning activities, recordings and supporting resources are accessible to students on the University’s Virtual Learning Environment. This report reflects on the curriculum, pedagogy and content of P&E teaching, with particular emphasis on teaching related to professional identity formation and moral reasoning competencies development. Design, development and delivery of remote online teaching is considered in the context of P&E teaching. Strategies used to plan for adaptation and delivery of interactive online teaching sessions aligned with P&E teaching are described. Key findings support a scholarship of teaching approach when planning for adaptation to remote online teaching. Purposeful consideration of existing curricular, pedagogical and instructional design enables the teacher to identify critical P&E teaching activities potentially compromised by the move to the online environment. Informed integration of available instructional tools to teaching activities follows. The report concludes with recommendations for future research. Full article
(This article belongs to the Special Issue Technology-Enhanced Pharmacy Teaching and Learning Strategies)
►▼ Show Figures

Figure 1

Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:
 
Displaying articles 1-12
Back to TopTop