Comparison of Computer-Mediated Learning and Lecture-Mediated Learning for Teaching Pain Management to Pharmacy Students

Jamero, Dana J.; Borghol, Amne; Mihm, Linda B.

doi:10.5688/aj730105

Cited by 13 publications

(15 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…6 The use of CD-ROM as a means of CAI did not improve examination scores either (p50.85). 9 This study did report, however, a significant increase in efficiency and student perception of learning. 9 When an audience response system was utilized in an orientation prior to APPEs, students reported an increase in confidence in the majority of therapeutic areas, despite the average class scores ranging from a 32% in the area of nonprescription products to 93% in the area of headaches.…”

Section: Computer-aided Instructioncontrasting

confidence: 58%

“…9 This study did report, however, a significant increase in efficiency and student perception of learning. 9 When an audience response system was utilized in an orientation prior to APPEs, students reported an increase in confidence in the majority of therapeutic areas, despite the average class scores ranging from a 32% in the area of nonprescription products to 93% in the area of headaches. 10 The aim of the study using the audience response system, it should be noted, was to review therapeutics and gather assessment level data; it was not developed to measure the effectiveness of the technology.…”

Section: Computer-aided Instructioncontrasting

confidence: 58%

“…Of the 7 studies, 3 employed lecture capture, 6-8 1 employed a CD-ROM, 9 1 employed an audience response system, 10 1 a learning management system, 11 and 1 used web-based instruction. 12 Assessment of the CAI tools was measured mostly by examination scores, course grades, and/or preCAI and postCAI questions.…”

Section: Computer-aided Instructionmentioning

confidence: 99%

“…With lecture capture, satisfaction data was mixed, although survey response rates were high (56-95%). [6][7][8][9][10][11][12] One study reported no difference in survey scores, 8 while another reported that more students preferred traditional lecture vs the 4-panel method (51% vs 36.6%), 7 and the third study reported that more students used the lectures for completing handouts than studying for examinations. 6 The CD-ROM study reported a perception among students that they learned more (p,0.001) than they did with traditional teaching, but that there was less time for faculty members to answer questions (75% vs 38%; p50.01).…”

Section: Computer-aided Instructionmentioning

confidence: 99%

“…6 The CD-ROM study reported a perception among students that they learned more (p,0.001) than they did with traditional teaching, but that there was less time for faculty members to answer questions (75% vs 38%; p50.01). 9 The audience response system was well received by students, with 89% stating the method was useful. 10 Students reported that the learning management system redesign allowed them to think on their feet, stimulate their criticalthinking, rational decision-making, and problem-solving skills.…”

Section: Computer-aided Instructionmentioning

confidence: 99%

See 4 more Smart Citations

Effectiveness of Educational Technology to Improve Patient Care in Pharmacy Curricula

Smith

Benedict

2015

American Journal of Pharmaceutical Education

View full text Add to dashboard Cite

A review of the literature on the effectiveness of educational technologies to teach patient care skills to pharmacy students was conducted. Nineteen articles met inclusion criteria for the review. Seven of the articles included computer-aided instruction, 4 utilized human-patient simulation, 1 used both computeraided instruction and human-patient simulation, and 7 utilized virtual patients. Educational technology was employed with more than 2700 students at 12 colleges and schools of pharmacy in courses including pharmacotherapeutics, skills and patient care laboratories, drug diversion, and advanced pharmacy practice experience (APPE) orientation. Students who learned by means of human-patient simulation and virtual patients reported enjoying the learning activity, whereas the results with computer-aided instruction were mixed. Moreover, the effect on learning was significant in the humanpatient simulation and virtual patient studies, while conflicting data emerged on the effectiveness of computer-aided instruction.

show abstract

Section: Computer-aided Instructioncontrasting

confidence: 58%

Section: Computer-aided Instructioncontrasting

confidence: 58%

Section: Computer-aided Instructionmentioning

confidence: 99%

Section: Computer-aided Instructionmentioning

confidence: 99%

Section: Computer-aided Instructionmentioning

confidence: 99%

See 3 more Smart Citations

Effectiveness of Educational Technology to Improve Patient Care in Pharmacy Curricula

Smith

Benedict

2015

American Journal of Pharmaceutical Education

View full text Add to dashboard Cite

show abstract

Evidence for simulation in pharmacy education

Seybert

Smithburger

Benedict

et al. 2019

J Am Coll Clin Pharm

View full text Add to dashboard Cite

Innovations in clinical pharmacy education have advanced patient-centered care knowledge in skills of pharmacy graduates through the use of simulation, virtual reality, and gaming. Pharmacy schools and colleges, as well as health care institutions, have adopted simulation education in various clinical education formats for all levels of learners and practitioners. Over the past 15 years, the University of Pittsburgh School of Pharmacy has embraced innovative approaches to learning and documented advancement of clinical pharmacy education. This brief report will discuss advances in national and international pharmacy education, as well as the PittPharmacy experience with simulation education. A particular emphasis is on human patient simulation, computer-based simulation, virtual patient, and gaming in the settings of direct patient care-related education and assessment. The available literature and the experience at PittPharmacy shows improvement in learner satisfaction, knowledge enhancement, critical thinking skills, and problem solving in patient care topics. The evidence included provides support for the use of simulation to advance clinical pharmacy education and can serve to encourage further scholarship in this area. K E Y W O R D S patient simulation, patient-centered care, pharmacy, problem solving

show abstract

Use of web-based learning modules for a general medicine advanced pharmacy practice experience

Nisly

Isaacs

Merkel

2014

Currents in Pharmacy Teaching and Learning

View full text Add to dashboard Cite

Objective: To implement and assess web based learning modules on baseline pharmacy student knowledge prior to a general medicine advanced pharmacy practice experience (APPE).Methods: Three web based learning modules were developed for use prior to a general medicine APPE. Students completed pre-and post-assessments specific to each learning module. Additionally, students completed perception surveys at the conclusion of the APPE to determine the utility of these modules and the impact on student learning experiences.Results: Use of the web-based training (WBT) modules resulted in a statistically significant improvement in post-assessment scores for two of the three modules (p < 0.001). Student participants found the modules easy to use and helpful in APPE preparation.Conclusions: Utilization of a WBT module prior to a general medicine APPE improves baseline knowledge among pharmacy students. IntroductionThe Accreditation Council for Pharmacy Education (ACPE) requires all doctorate of pharmacy students to complete advanced pharmacy practice experiences (APPE). These experiences are structured to provide students with opportunities to apply pharmacotherapy knowledge and develop medication recommendations through direct patient care. Therefore, in order to excel during their APPE year, pharmacy students must have a sound therapeutic baseline. The ACPE Standards and Guidelines highlight specific skills that students must acquire prior to undergoing the APPE year in the Pre-APPE Performance Domains and Abilities Appendix (Appendix D).Students must be able to accurately dispense medications, perform basic patient assessments, demonstrate medication knowledge, identify and assess drug-related problems, act ethically and professionally, and communicate effectively with patients and other healthcare professionals.1 The pharmacy curriculum is geared to prepare students for APPE and the workforce, but as therapeutic disease states are covered throughout the curriculum, long periods of time may exist between didactic lectures and application of the knowledge within the experiential setting. Additionally, newly published literature during this time provides additional opportunities to strengthen therapeutic knowledge base prior to APPE. Through reinforcement of didactic coursework before APPE, students will be better prepared for the provision of exceptional patient care with less direct instruction required by preceptors.

show abstract

Comparison of Computer-Mediated Learning and Lecture-Mediated Learning for Teaching Pain Management to Pharmacy Students

Cited by 13 publications

References 9 publications

Effectiveness of Educational Technology to Improve Patient Care in Pharmacy Curricula

Effectiveness of Educational Technology to Improve Patient Care in Pharmacy Curricula

Evidence for simulation in pharmacy education

Use of web-based learning modules for a general medicine advanced pharmacy practice experience

Contact Info

Product

Resources

About