An Online Virtual-Patient Program to Teach Pharmacists and Pharmacy Students How to Provide Diabetes-Specific Medication Therapy Management

141

138

Over the past 2 decades, e-learning has evolved as a new pedagogy within pharmacy education. As learners and teachers increasingly seek e-learning opportunities for an array of educational and individual benefits, it is important to evaluate the effectiveness of these programs. This systematic review of the literature examines the quality of e-learning effectiveness studies in pharmacy, describes effectiveness measures, and synthesizes the evidence for each measure. E-learning in pharmacy education effectively increases knowledge and is a highly acceptable instructional format for pharmacists and pharmacy students. However, there is limited evidence that e-learning effectively improves skills or professional practice. There is also no evidence that e-learning is effective at increasing knowledge long term; thus, long-term follow-up studies are required. Translational research is also needed to evaluate the benefits of e-learning at patient and organizational levels.

Section: Resultsmentioning

confidence: 99%

Effectiveness of E-learning in Pharmacy Education

Salter

Karia

Sanfilippo

et al. 2014

141

138

“…10 To date, the literature describing curricular implementation of MTM skills mostly surrounds elective and experiential courses. [11][12][13][14][15][16] In fact, the literature lacks a description of a core course designed to emphasize MTM core elements as skill content across settings in which a pharmacist may perform MTM services. Based on accreditation requirements, it may be assumed that the concepts and skills necessary to adequately perform MTM are spread throughout the entirely of pharmacy curricula.…”

Section: Introductionmentioning

confidence: 99%

Integrating Medication Therapy Management Education into a Core Pharmacy Curriculum

Poole

Kodali

Pace

2016

Objective. To describe the design of a core course directed at improving confidence and competence of students to perform medication therapy management (MTM) services. Design. Using the American Pharmacists Association (APhA) certificate training program framework, a core course was developed to teach MTM concepts to third-year student pharmacists. Using deep learning and authentic assignments, course instructors attempted to improve student confidence and readiness to provide MTM services. Assessment. Student ability to meet course objectives was evaluated by examinations and the APhA MTM program self-assessment. Students had an overall success rate of 93% on all three assessments. Student perceptions of confidence, competence, and importance of performing MTM services were measured using a survey instrument with 56 Likert-type items. Students completing both surveys reported significantly increased confidence and competence. Conclusion. Integrating MTM-specific education into the core curriculum increased student pharmacists' perceived competence and confidence to perform MTM services.

“…4,[6][7][8][9][10][11][12][13][14][15][16] Despite a lack of comparison of virtual scenarios to an alternative method of learning, virtual patient scenarios are innovative, realistic, and engaging learning activities by student report and improve student didactic knowledge. 4,7,[9][10][11][12][13][14] Benedict and colleagues surveyed students at the conclusion of a therapeutics course that had implemented patient scenario simulations to augment traditional lectures and found that students either agreed or strongly agreed the simulations were enjoyable (92%), stimulated interest in course content (82%), and should be further incorporated into the curriculum (86%). 12 In a disease state management course, Douglas et al assessed the impact of virtual patient case scenarios on pharmacy student clinical competence skills through administration of four short-answer questions before and after exposure to patient case simulations.…”

Section: Introductionmentioning

confidence: 99%

Impact of a Paper vs Virtual Simulated Patient Case on Student-Perceived Confidence and Engagement

Barnett

Gallimore

Pitterle

et al. 2016

Objective. To evaluate online case simulation vs a paper case on student confidence and engagement. Design. Students enrolled in a pharmacotherapy laboratory course completed a patient case scenario as a component of an osteoarthritis laboratory module. Two laboratory sections used a paper case (n553); three sections used an online virtual case simulation (n581). Student module performance was assessed through a submitted subjective objective assessment plan (SOAP) note. Students completed pre/post surveys to measure self-perceived confidence in providing medication management. The simulation group completed postmodule questions related to realism and engagement of the online virtual case simulation. Group assessments were performed using chi-square and Mann Whitney tests. Assessment. A significant increase in all 13 confidence items was seen in both student groups following completion of the laboratory module. The simulation group had an increased change of confidence compared to the paper group in assessing medication efficacy and documenting a thorough assessment. Comparing the online virtual simulation to a paper case, students agreed the learning experience increased interest, enjoyment, relevance, and realism. The simulation group performed better on the subjective SOAP note domain though no differences in total SOAP note scores was found between the two groups. Conclusion. Virtual case simulations result in increased student engagement and may lead to improved documentation performance in the subjective domain of SOAP notes. However, virtual patient cases may offer limited benefit over paper cases in improving overall student self-confidence to provide medication management.