An Online Knowledge Resource and Questionnaires as a Continuing Pharmacy Education Tool to Document Reflective Learning

Budzinski, J.W.; Farrell, Barbara; Pluye, Pierre; Grad, Roland; Repchinsky, Carol; Jovaisas, Barbara; Johnson‐Lafleur, Janique

doi:10.5688/ajpe76582

Cited by 20 publications

(18 citation statements)

References 15 publications

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“…[14][15][16][17][18] Multiple challenges to team integration have also been identified in the literature. 3 However, few studies have examined the experiences or learning needs of pharmacists who are actively attempting to evolve their primary care practices in the real world.…”

mentioning

confidence: 99%

Learning and Networking: Utilization of a Primary Care Listserv by Pharmacists

Trinacty

Farrell

Schindel

et al. 2014

CJHP

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mentioning

confidence: 99%

Learning and Networking: Utilization of a Primary Care Listserv by Pharmacists

Trinacty

Farrell

Schindel

et al. 2014

CJHP

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“…The district wise participation of the community pharmacists are shown in Figure 1 This study was performed to measure how effective was the CPE provided in knowledge enhancement, improvement in attitude and practice to the community pharmacist belonging to selected districts of Kerala and Tamilnadu. There are different ways of incorporating continuing education to the pharmacist, Budzinski et.al reported that reading highlight excerpts and completing Web-based questionnaires was found to be effective mode of continuing education 7 and another study published by Conte shown that even though pharmacists are interested to participate positively in web lectures, lack of technological and internet skills among community pharmacist would direct them more towards live sessions. 8 In India, every pharmacy yet to even hold an internet connection, we adopted this method of delivery of live lectures, issue of leaflets and revision after one week as the effective method of providing continuing education.…”

Section: Resultsmentioning

confidence: 99%

Continuing Pharmacy Education: Effect on Knowledge, Attitude and Practice of Community Pharmacists in South India

Durai¹,

Swaminathan²,

Krishnamoorthy³

et al. 2016

IJOPP

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Background: Community pharmacists are healthcare professionals who play a major role in providing health care services. Continuing pharmacy education modules are designed to update the pharmacists' knowledge and skill to improve their practice. Objectives: This study was performed to evaluate the influence of continuing pharmacy education on pharmacist knowledge, attitude and practice towards 3 diseases viz diabetes mellitus, hypertension and peptic ulcer disease in selected districts of Kerala and Tamilnadu in South India. Method: A prospective open label study was performed among the community pharmacists in selected; 6 districts of Kerala and 4 districts in Tamilnadu over a period of 18 months from July 2013 to December 2014. The prepared course content for the diseases was provided to community pharmacist. The Knowledge, Attitude and Practice (KAP) were assessed by a questionnaire at baseline and post CPE follow up. The feedback for the lecture modules was taken. Statistical analysis was done by using GraphPad Prism Statistical Software version 6.02 and SPSS version 22 for windows. Results: Among 156 from Kerala and 157 community pharmacists from Tamilnadu, as per the protocol only 60 (38.46%) community pharmacists and 53 (33.76%) completed the study in Kerala and Tamilnadu respectively. Among them 62.83% (n=71) were male, 69.02% (n=78) were B. Pharm degree holders and 30.97% (n= 35) were diploma in pharmacy holders respectively. The baseline score for Knowledge, Attitude and Practice (KAP) were 33.78 (Kerala), and 32.25 (Tamilnadu) respectively. Statistically significant improvement in Knowledge, Attitude and Practice scores were found at the end of the study. Conclusion: The specified continuing pharmacy education program made a significant change (P<0.0001) in pharmacist's knowledge, attitude and practice. The Community pharmacist gave a satisfactory score in feedback for the lectures delivered.

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“…11,12 The fact that P1 students felt more confident in assigning BUDs (Q4) and using a spectrophotometer (Q9) is probably due to the fact they were doing those activities on a weekly basis compared to the P3 students who had a limited number of compounds during the semester.…”

Section: A J P Ementioning

confidence: 99%

“…Students may have rushed to perform the analysis and just report the results instead of reflecting on their results and how their work may have caused any errors. 8,11,12 The P3 laboratory time was in the afternoon, and many times students would stay later to finish their work at their own pace. The P3 students had also completed analyses in the other PCL courses prior to this year, and again had time to reflect on its significance.…”

Section: A J P Ementioning

confidence: 99%

Student Self-Analysis of Their Nonsterile Preparations and its Effect on Compounding Confidence

Jih

Shrewsbury

2018

American Journal of Pharmaceutical Education

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Objectives. In a published study by Park and Shrewsbury 1 , compounding confidence was reported to be 70% when students had access to a compounding textbook, online video library and question test bank, FormulationRecords, graded Compounding Records from previous compounds, and in-laboratory teaching assistants. The study raised the question, "Is 70% the maximum limit of a student's compounding confidence, or would an additional resource or experience result in a higher confidence level?" This current study was designed to determine if self-analysis of their nonsterile preparation's potency was that resource or experience that would increase student confidence.Methods. Self-efficacy surveys were given to P1 and P3 students at the beginning and the end of a semester in which they completed their regularly scheduled compounding course. The survey assessed their confidence in general compounding skills and their perception that an added self-analytical component to determine the potency of their nonsterile preparations would improve their confidence level score.Results. P1 and P3 students reported increased confidence in all surveyed areas at the end of the semester, with P1 students showing more dramatic increases most likely due to this being their first compounding experience in this academic institution. P1 students reported a modest but significant decrease in their perception that potency self-analysis would impact their compounding ability (9.38 (1.12) to 8.98 (1.18)) while P3 students had a However, no statistical differences were found. Conclusions.The data showed that self-analysis of nonsterile preparations did increase student confidence to approximately 85% in this group of students. This indicates that a self-analysis component included in a compounding laboratory experience would be is beneficial in increasing student confidence in compounding skill and nonsterile preparation quality assessment.

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An Online Knowledge Resource and Questionnaires as a Continuing Pharmacy Education Tool to Document Reflective Learning

Cited by 20 publications

References 15 publications

Learning and Networking: Utilization of a Primary Care Listserv by Pharmacists

Learning and Networking: Utilization of a Primary Care Listserv by Pharmacists

Continuing Pharmacy Education: Effect on Knowledge, Attitude and Practice of Community Pharmacists in South India

Student Self-Analysis of Their Nonsterile Preparations and its Effect on Compounding Confidence

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