Development and evaluation of an online training program based on the O-AMAS teaching model for community pharmacists in the post-COVID-19 era

Abstract

BackgroundFormerly, the community pharmacists' work was mainly focused on drug supply. However, during the COVID-19 epidemic outbreak, community pharmacists in Wuhan played an important role in control and prevention of SARS-CoV-2 and in providing pharmaceutical care. Due to a lack of adequate knowledge and skills, many community pharmacists were not able to cope with healthcare work timely and efficiently. To improve community pharmacists' specialized knowledge and enhance their professional competence through systemic training in the post-COVID-19 era.MethodsBased on the O-AMAS (Objective, Activation, Multi-learning, Assessment and Summary) teaching model and flipped classroom, an online continuing training program containing four sections was developed. It was a semi-experimental study with no control group. Quantitative tests before and after training as well as questionnaire were used to evaluate the outcome of this training program for community pharmacists.ResultsA total of twenty-six community pharmacists were invited to participate in continuing education, and twenty-five trainees finished this training program with a completion rate of 96.2 %. Quantitative tests before and after training and anonymous questionnaires were carried out to comprehensively evaluate the outcomes of this training program. Compared with the test scores before training (61.6 ± 6.6), the score after training was statistically higher, reaching 80.9 ± 7.5 (P < 0.001). Twenty-three questionnaires were received (returns ratio, 92.0%). Notably, most of the pharmacists were satisfied with the training program. The percentage of positive responses for each item in this anonymous questionnaire was more than 85 %.ConclusionIt was suggested that the O-AMAS model and the flipped classroom-based continuing educational program achieved the expected training effects. It is a promising on-the-job training approach for pharmacy continuing education. Moreover, our study also demonstrated that online learning had advantages of no geographic constraints, flexible learning beyond time and easy interaction, over traditional face-to-face training style, especially in the post-pandemic era.

Design and practice of blended teaching of internal medicine nursing based on O-AMAS effective teaching model

“…Therefore, students achieved excellent academic performance and were given a higher teaching evaluation. In the post-epidemic era, Shen Bingzheng et al based on the O-AMAS teaching model and flipped classroom, developed an online continuing training program, effectively improved community pharmacists’ SDL ability, professional competence online, and received a high evaluation of teaching satisfaction [ 23 ]; Luo PeiPei et al adopted the results-oriented effective teaching mode (O-AMAS) to guide the clinical nursing teaching of undergraduates in cardiovascular internal medicine and improved the nursing students of theoretical scores, comprehensive skills test score, and evaluation of clinical teaching effect [ 37 ]. Wang Xiaojun et al applied the O-AMAS effective teaching model in the health assessment course, which effectively improved the teaching effect, improved the teaching evaluation of teachers and students, and cultivated students’ independent learning ability [ 38 ].…”

“…After clarifying multi-dimensional goals, it realizes the teaching objectives and objects are deeply penetrated and participate in the course, advocates student-centered, pays attention to contextualization, gives full play to students’ enthusiasm and initiative, and inspires students to become knowledge builders and problem solvers. The model has been applied in pharmacology, microbial physiology, and community pharmacist training and achieved good results in improving study objects’ self-directed learning ability, academic grades, and satisfaction [ 21 – 23 ].…”

A contribuição da educação permanente na qualificação do trabalho do profissional de saúde: uma revisão de escopo

“…Toda instituição hospitalar, empresa, entre outros, apresenta um problema em lócus, e este deve ser resolvido no trabalho através do desenvolvimento de programas de educação permanente e capacitação prática para os profissionais. Um exemplo é o modelo de ensino da O-AMAS, o qual é composto por cinco partes principais (Objetivo, Ativação, Multiaprendizagem, Avaliação e Resumo), é um modelo de ensino eficaz apresentado pelo Effective Teaching Group, Nankai University, China em 2020, que se baseia na estratégia da educação baseada em resultados (SHEN et al, 2022).…”