Impact of an online self-paced lecture to teach primary literature evaluation to second professional year students

Bollmeier, Suzanne G.; Wenger, Philip J.; Forinash, Alicia B.; Gleason, Brenda L.

doi:10.1016/j.cptl.2011.01.001

Cited by 9 publications

(10 citation statements)

References 10 publications

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“…The low cost of implementing and utilising online learning makes this an attractive option in delivering lectures in pharmacy education. Previously published studies have supported the use of online learning in pharmacy education (Vaughan, 2009, Ruehter et al, 2012, Gonzalvo et al, 2013, Suda et al, 2013, Bollmeier et al, 2011).…”

Section: Discussionmentioning

confidence: 91%

“…Previously published literature has also indicated that the incorporation of online instructions supports students’ preparation for lectures and results in better examination scores, patient counselling skills, documentation skills and overall pharmacotherapy knowledge (Bollmeier et al, 2011, Ruehter et al, 2012, Brown et al, 2007).…”

Section: Discussionmentioning

confidence: 99%

“…In pharmacy education, Lancaster et al, 2011, Seybert and Kane-Gill, 2011 successfully implemented recorded online lectures along with active learning, while Bollmeier et al (2011) instituted online learning in a drug information course.…”

Section: Introductionmentioning

confidence: 99%

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Pharmacy students’ perceptions towards online learning in a Saudi Pharmacy School

Almaghaslah

Ghazwani

Alsayari

et al. 2018

Saudi Pharmaceutical Journal

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Section: Discussionmentioning

confidence: 91%

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Pharmacy students’ perceptions towards online learning in a Saudi Pharmacy School

Almaghaslah

Ghazwani

Alsayari

et al. 2018

Saudi Pharmaceutical Journal

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show abstract

“…In pharmacy education, several studies successfully implemented recorded online lectures along with active learning [15][16][17]. However, the most efficient teaching approach for the pharmacy professional is not yet certain [18].…”

Section: Introductionmentioning

confidence: 99%

Pharmacy Students’ Perceptions towards Online Learning

Ahmed

Alkhawaja

Alrawili

et al. 2021

JPRI

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Aim: This study aimed to describe the perceptions of pharmacy students towards online learning in Saudi Arabia. Methodology: This study included an online survey that was self-administered to be filled by pharmacy students. Results were downloaded and stored in Microsoft Excel spreadsheets and the results were analyzed descriptively and represented by numbers and percentages. Results: Most of the students said that they prefer viewing lectures by traditional in-class learning (66%). Only 40% said that they would be able to keep pace with the course by viewing lectures weekly for fully online courses that include lectures available only on blackboard. Additionally, 50% of the students prefer to attend pharmacy curriculum courses by both traditional delivered lecture style and blended online learning. Conclusion: Pharmacy students showed some interest in online learning methods within the pharmacy curriculum but the majority of them preferred traditional dedicated-instructor delivered lecture style. It is important to use both the traditional learning with online learning during the Covid-19 outbreak.

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“…Innovations in teaching MLE include incorporating active-learning strategies into lecture-based courses, [13][14][15] providing course lecture material online rather than in the classroom, 16 using rubrics to aid students in assessment of a given piece of literature, 17,18 and requiring journal club participation during the advanced pharmacy practice experience (APPE) year. 19 Innovations in assessment of student ability to master literature evaluation include repeated testing embedded within and throughout the curriculum, 20 and assessment partway through the APPE year to measure long-term retention of previously-taught material.…”

Section: Introductionmentioning

confidence: 99%

Medical Literature Evaluation Education at US Schools of Pharmacy

O’Sullivan

Phillips

Demaris

2016

American Journal of Pharmaceutical Education

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Objective. To determine how medical literature evaluation (MLE) is being taught across the United States and to summarize methods for teaching and assessing MLE.Methods. An 18-question survey was administered to faculty members whose primary responsibility was teaching MLE at schools and colleges of pharmacy. Results. Responses were received from 90 (71%) US schools of pharmacy. The most common method of integrating MLE into the curriculum was as a stand-alone course (49%). The most common placement was during the second professional year (43%) or integrated throughout the curriculum (25%). The majority (77%) of schools used a team-based approach. The use of active-learning strategies was common as was the use of multiple methods of evaluation. Responses varied regarding what role the course director played in incorporating MLE into advanced pharmacy practice experiences (APPEs). Conclusion. There is a trend toward incorporating MLE education components throughout the pre-APPE curriculum and placement of literature review/evaluation exercises into therapeutics practice skills laboratories to help students see how this skill integrates into other patient care skills. Several pre-APPE educational standards for MLE education exist, including journal club activities, a teambased approach to teaching and evaluation, and use of active-learning techniques.

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Impact of an online self-paced lecture to teach primary literature evaluation to second professional year students

Cited by 9 publications

References 10 publications

Pharmacy students’ perceptions towards online learning in a Saudi Pharmacy School

Pharmacy students’ perceptions towards online learning in a Saudi Pharmacy School

Pharmacy Students’ Perceptions towards Online Learning

Medical Literature Evaluation Education at US Schools of Pharmacy

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