Benefits of e-learning in chemotherapy pharmacology education

Baumann-Birkbeck, Lyndsee; Singh, Indu; Anoopkumar‐Dukie, Shailendra; Grant, Gary; Davey, Andrew K.; Nirthanan, Selvanayagam; Owen, Suzanne

doi:10.1016/j.cptl.2014.09.014

Cited by 15 publications

(12 citation statements)

References 16 publications

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“…This finding was similar to the findings of previous studies where significant learning gain occurred. 1,3,4,8 An absolute learning gain is difference between post-test score and pre-test score. Authors have observed the absolute learning gain of 23.3% that in trend with the earlier study of e-learning in pharmacy education.…”

Section: Discussionmentioning

confidence: 99%

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Introduction of web based e-learning in pharmacology: an innovative way

Barvaliya

Anovadiya

Purohit

2018

Int J Basic Clin Pharmacol

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Background: In current scenario, poor attendances in classes and poor performances of students are a stimulus to think beyond the conventional teaching approach. Being current digital generation, students may show their affection to e-learning. Aim of this study was to introduce the e-learning in Pharmacology with objectives to evaluate its acceptability by students and faculties and learning gain of studentsMethods: Four inter-related e- modules for a topic “drugs used in treatment of bronchial asthma” were prepared and provided to the students. Pre-test was conducted before giving E-modules. Students were instructed to complete the e-modules in seven days and post-test was conducted on last day. Feedbacks from students and faculties were collected. Learning gain of students was evaluated along with their acceptability for e-modules.Results: Total of 147 students participated in the study but, 130 students completed pre-test and post-test, both. The absolute learning gain (% post-test score - % pre-test score) was found 23.3±19.2%. The class average normalized learning gain was found 0.32 (32%) that was significant, as per Hake’s criteria for the effectiveness of educational interventions. Slow speed of internet, background noise in modules, and size of e-modules were some technical problem faced by students. The most of students perceived the modules positively and demanded the e-modules for other topics. The faculties also perceived it positively and suggested to use e-modules additionally to classroom lectures.Conclusions: E-learning modules were taken positively by students and faculties and resulted in significant learning gain.

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Section: Discussionmentioning

confidence: 99%

“…The specific learning objectives were framed and discussed. 4 short interrelated interactive presentations were prepared for e-learning with the help of other faculties of department. Topics covered under each module were as following.…”

Section: Preparation Of E-learning Modulesmentioning

confidence: 99%

Introduction of web based e-learning in pharmacology: an innovative way

Barvaliya

Anovadiya

Purohit

2018

Int J Basic Clin Pharmacol

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“…Of the fifty-six studies that were reviewed, all were limited by methodological flaws. Thirty (53.6%) studies [11,12,[14][15][16][17]19,20,22,[27][28][29][30][31][32][33][35][36][37]43,46,47,49,[52][53][54]56,58,63,64] did not establish the baseline knowledge, confidence or skills of participants and this is significant in two regards: It does not allow accurate comparison between groups, as differences in baseline knowledge may be responsible for differences in final knowledge; and it does not allow the impact of the intervention in increasing students' performance to be quantified. Three (5.4%) [25,55,57] of the nine studies that reviewed blended learning methods, failed to assess the effectiveness of the e-learning intervention independently of the face-to-face teaching.…”

Section: Limitations Of the Studiesmentioning

confidence: 99%

“…These findings are therefore vulnerable to response bias as well as recall bias, when participants were required to make a post-intervention assessment of their pre-intervention skills, knowledge or confidence [65,66]. Several studies were limited by their small sample size [11,16,29,30,34,36,59,61] and only four studies [9,32,43,57] reported calculation of sufficient power to detect a statistically significant difference. Twelve studies (21.4%) had a poor response rate (less than 60%) [9,10,12,14,18,19,22,39,40,46 ,60,62] and four (7.1%) studies [26,29,37,53] did not report response rate.…”

Section: Limitations Of the Studiesmentioning

confidence: 99%

A Narrative Overview of the Effectiveness of E-learning in Pharmacy Education

O'Hare

Girvin²

2018

PPPS

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In response to the increasing use of a range of technologies within pharmacy education, this review aimed to establish the effectiveness and acceptance of e-learning within pharmacy education and to identify limitations within the research carried out since 2013. The e-learning interventions studied were defined as any online or computer-based technology* used to deliver pharmacy education to pharmacy students or qualified pharmacists in a remote (out of classroom) setting. Evidence of short-term effectiveness of e-learning was found and a small number of studies provided evidence of long-term effectiveness. In comparisons, e-learning was demonstrated to be at least as effective as traditional face-to-face teaching methods and superior to no training at all. Six studies also demonstrated that e-learning could result in a change of pharmacists' practice, while no evidence was found that e-learning could lead to patient benefit or improvements in care. E-learning also appears to be an engaging learning method, which is generally well received among participants. Despite a significant increase in the number of publications investigating e-learning within pharmacy education in the past five years, further research is still required to address limitations within the current literature and to fully establish the effectiveness of e-learning within pharmacy education. *excluding technologies that are recreational in nature, e.g. computer games.

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“…Tools presented in this work achieved a connection between the theoretical explanations and the laboratory practices using augmented reality as a nexus. Another study assessed elearning tools for the mechanisms of action of chemotherapy drugs, and the subsequent effects on learning in two cohorts (control and intervention) of undergraduate pharmacy students [12]. The intervention group had access to the e-learning tools in addition to the traditional didactic teaching delivered to the control group.…”

Section: Introductionmentioning

confidence: 99%

Experimenting E-Learning for Postgraduate Courses

Al‐Marzouqi¹,

Ahmed²

2016

Int. J. Emerg. Technol. Learn.

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Abstract-E-learning pedagogy is one of the most recent methods used by instructors at the undergraduate level at the colleges worldwide. Students benefit from e-learning instruction by having a better grasp of information. In the present work, e-learning was used in a postgraduate course in the College of Engineering at UAE University to motivate students in educational materials required for Chemical Engineering Department. The initiative started after a successful experience in an undergraduate course. Therefore, the present research was done as an attempt to replicate the study and test it for postgraduate courses. All students were asked to submit assignments in the shape of e-learning to produce educational materials on different course topics. The collected and analyzed feedbacks showed that students have interesting ideas and approaches to reach the desired target. This experience revealed positive response as well as the potential to many promising aspects that can be used in the future to develop similar assignments for the enhancement of student's knowledge.

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Benefits of e-learning in chemotherapy pharmacology education

Cited by 15 publications

References 16 publications

Introduction of web based e-learning in pharmacology: an innovative way

Introduction of web based e-learning in pharmacology: an innovative way

A Narrative Overview of the Effectiveness of E-learning in Pharmacy Education

Experimenting E-Learning for Postgraduate Courses

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