An e-learning system for pharmacist continuing education in Poland

Brandys, J; Polak, Sebastian; Mendyk, Aleksander; Polak, Milosz

doi:10.1080/15602210600568013

Cited by 3 publications

(4 citation statements)

References 15 publications

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“…6 Furthermore, since future pharmacists are expected to engage in independent lifelong self-directed learning throughout their careers, incorporating e-learning in pharmacy education provides them with the skills and readiness to utilize this form of learning. 7 Moreover, the contemporary pharmacy students have grown up with interactive technologies (e.g., computers, smart phones, video games, etc.) and thus are used to using the Internet in their daily lives.…”

Section: Introductionmentioning

confidence: 99%

Students’ Perceptions about Social Constructivist Learning Environment in E-learning

Azhari¹,

Jasmi²,

Wahab³

et al. 2020

IJPER

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Aim/Background: Pharmacy educators often incorporate electronic learning or e-learning to facilitate learning among pharmacy students. E-learning can be designed based on the Social Constructivism Theory (SCT). The learning outcomes of e-learning that is developed based on the SCT should be assessed continuously and they should include the evaluation of students' perceptions on the Social Constructivist Learning Environment (SCLE) of their e-learning. The present study aims to investigate pharmacy students' expectations for their e-learning and evaluate the extent to which e-learning fulfils their expectations. Methods: A cross-sectional survey was carried out among the second-and third-year undergraduate pharmacy students in a Malaysian Public University to assess the students' perceptions on the SCLE of two e-learning components offered in two core courses: Principle of Pathology (PP) and Pharmaceutical Care (PC) using the Constructivist Online Learning Environment Survey (COLLES). Results: All students who were invited to participate in the study responded to the survey (response rate = 100%, n = 336). In general, students had positive but moderate expectations and satisfaction towards e-learning. Students mostly expected e-learning to be relevant to their professional practice. The second-year PP students were satisfied with their e-learning, but the third year PC students rated their experience to be lower than their expectations. Conclusion: As a conclusion, although e-learning that was developed based on the SCT can resulted in SCLE, the expectations of the third-year pharmacy students were harder to fulfil compared to their younger counterparts. This warrants innovation in e-learning content and processes for the third-year students.

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Section: Introductionmentioning

confidence: 99%

Students’ Perceptions about Social Constructivist Learning Environment in E-learning

Azhari¹,

Jasmi²,

Wahab³

et al. 2020

IJPER

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“…In Poland the continuing education of graduated pharmacists is mandatory in order to keep their professional license valid [ 3 ]. A continuing education credit is a scale to measure one’s life-long learning activity in Poland.…”

Section: Introductionmentioning

confidence: 99%

“…The PHP script language can be deployed on most web servers and also used as a standalone shell on almost every platform, free of charge [ 9 ]. The reasons for choosing the PHP language were: its wide usage, simplicity and ease in rebuilding the whole system [ 3 ].…”

Section: Introductionmentioning

confidence: 99%

“…This blended approach might be more attractive to adult learners because of their assumed higher levels of motivation and capability for self-directed learning [ 11 ]. Specific pharmacy post-graduate level courses [ 3 ] and interprofessional online collaborations in learning and practice for healthcare professionals are also evident [ 12 , 13 ]. E-learning systems have become important tools in the process of the continuing education of pharmacists, especially in Europe, USA, Australia and Canada.…”

Section: Introductionmentioning

confidence: 99%

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Validating e-learning in continuing pharmacy education: user acceptance and knowledge change

2014

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BackgroundContinuing pharmacy education is becoming mandatory in most countries in order to keep the professional license valid. Increasing number of pharmacists are now using e-learning as part of their continuing education. Consequently, the increasing popularity of this method of education calls for standardization and validation practices. The conducted research explored validation aspects of e-learning in terms of knowledge increase and user acceptance.MethodsTwo e-courses were conducted as e-based continuing pharmacy education for graduated pharmacists. Knowledge increase and user acceptance were the two outcome measured. The change of knowledge in the first e-course was measured by a pre- and post-test and results analysed by the Wilcoxon signed–rank test. The acceptance of e-learning in the second e-course was investigated by a questionnaire and the results analysed using descriptive statistics.ResultsResults showed that knowledge increased significantly (p < 0.001) by 16 pp after participation in the first e-course. Among the participants who responded to the survey in the second course, 92% stated that e-courses were effective and 91% stated that they enjoyed the course.ConclusionsThe study shows that e-learning is a viable medium of conducting continuing pharmacy education; e-learning is effective in increasing knowledge and highly accepted by pharmacists from various working environments such as community and hospital pharmacies, faculties of pharmacy or wholesales.

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Self-medication and non-prescription drug counseling: Illustrating profession uncertainty within Turkish pharmacy practice

Cavaco

Sozen-Sahne

Ulutas-Deniz

et al. 2018

Research in Social and Administrative Pharmacy

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An e-learning system for pharmacist continuing education in Poland

Cited by 3 publications

References 15 publications

Students’ Perceptions about Social Constructivist Learning Environment in E-learning

Students’ Perceptions about Social Constructivist Learning Environment in E-learning

Validating e-learning in continuing pharmacy education: user acceptance and knowledge change

Self-medication and non-prescription drug counseling: Illustrating profession uncertainty within Turkish pharmacy practice

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