An Online Elective Course for Undergraduate Students on Common Prescription Medications

Abstract

Objectives. To design, implement, and evaluate an online elective course on common prescription medications for undergraduate (pre-and non-health professional) students.Design. An 8-module online course on common prescription medications was designed following the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) instructional design model and offered to students for 8 consecutive semesters. Assessment. Following each offering, performance data were analyzed and a course review conducted, including evaluation of entrance survey data and course evaluations. Direct analysis of data over 2 offerings and grade distribution comparisons over all 8 offerings, demonstrated consistent knowledge gains. Feedback from course evaluations and a continual increase in enrollment over the 8 semesters indicated student satisfaction with the course. Conclusion. Systematic design and quality assurance/improvement strategies resulted in the successful establishment of an online pharmacotherapy course for undergraduate, nonpharmacy students.

Reflective Practice and Its Implications for Pharmacy Education

“…Lack of resources and lack of motivation are potential reasons, but these are not unique to pharmacy. 34 One explanation is that pharmacy education research focuses on developing a knowledge base, [35][36][37][38] providing services, 39,40 and mastering skills 41,42 rather than on developing reflective information exchange. Also, reflective activities in pharmacy education may be limited because of a lack of available teaching resources.…”

Training Nigerian pharmacy interns for leadership and clinical pharmacy advancement using the ADDIE method of instructional design

“…The ADDIE model was initially used to assess military training during World War II and has since evolved as an iterative process to analyse and evaluate effectiveness in training (Allen, 2006). It has since been embraced by the distance education community for its ability to standardise educational experiences and has been successfully used to provide instruction and learning for health professionals, including nurses, physicians, and pharmacists (Battles, 2006;Pittenger et al, 2009;Almomen et al, 2016).…”