Impact of remote delivery on a pharmacists' patient care process capstone course on the development of patient <scp>work‐up</scp> skills

Phillips, Beth Bryles; Palmer, Russ; Chastain, Daniel B; Smith, K. L.; Bland, Christopher M.

doi:10.1002/jac5.1376

Cited by 4 publications

(6 citation statements)

References 20 publications

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“…In one study the teaching included remote synchronous learning, 41 three studies used the Zoom videoconferencing platform, 39,41,42 two studies used the University platform Blackboard Collaborate 40 and one study also used the University Supported Management System: CANVAS. 41 The outcomes of interest that were explored were competency (n=2), 39,40 confidence (n=2), 40,41 knowledge (n=2), 39,41 skills (n=2) 41,42…”

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

“…Four descriptive studies (see Table 7), all conducted in the USA, provided evidence for the effectiveness of alternative education delivery strategies for undergraduate pharmacy students studying specific modules or courses in integrated patient care, 39 hypertension/drug information, 40 advanced pharmacy experience, 41 delivery of remote Objective Structured Clinical Examinations (OSCEs) for patient counselling, and taking a medical history 42 during the COVID-19 pandemic. Two studies used a pre-test/post-test design, 40,41 the remaining two reported a post-test only study design, with a comparison between the study population and an earlier (pre-COVID) cohort of students.…”

Section: Overview Of the Evidence Base For Pharmacy Studentsmentioning

confidence: 99%

“…39,42 In one study the teaching included remote synchronous learning, 41 three studies used the Zoom videoconferencing platform, 39,41,42 two studies used the University platform Blackboard Collaborate 40 and one study also used the University Supported Management System: CANVAS. 41 The outcomes of interest that were explored were competency (n=2), 39,40 confidence (n=2), 40,41 knowledge (n=2), 39,41 skills (n=2) 41,42 Evidence suggests competency outcomes improved across the course of learning and were similar when learning was conducted virtually (2020) compared to inperson pre-COVID (2019). Confidence was found to either improve across the course of learning or be the same for virtual (2020) compared to in-person pre-COVID (2019) learning.…”

Section: Overview Of the Evidence Base For Pharmacy Studentsmentioning

confidence: 99%

“…Two studies used a pre-test/post-test design, 40,41 the remaining two reported a post-test only study design, with a comparison between the study population and an earlier (pre-COVID) cohort of students. 39,42 In one study the teaching included remote synchronous learning, 41 three studies used the Zoom videoconferencing platform, 39,41,42 two studies used the University platform Blackboard Collaborate 40 and one study also used the University Supported Management System: CANVAS. 41 The outcomes of interest that were explored were competency (n=2), 39,40 confidence (n=2), 40,41 knowledge (n=2), 39,41 skills (n=2) 41,42 Evidence suggests competency outcomes improved across the course of learning and were similar when learning was conducted virtually (2020) compared to inperson pre-COVID (2019).…”

Section: Overview Of the Evidence Base For Pharmacy Studentsmentioning

confidence: 99%

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A rapid review of the effectiveness of alternative education delivery strategies in medical, dental, nursing and pharmacy education during the COVID-19 pandemic

Carrier

Edwards

Tombs

et al. 2022

Preprint

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Background Education delivery in higher education institutions was severely affected by the COVID-19 pandemic, with emergency remote teaching developed and adapted promptly for the circumstances. This rapid review investigated the effectiveness of alternative education delivery strategies during the pandemic for medical, dental, nursing and pharmacy students, to help plan and adapt further education provision. Methods We included 23 primary studies in undergraduate education, all published in 2020-2021, no relevant UK-based or postgraduate studies were found. Included studies comprised 10 single cohort descriptive; 11 comparative descriptive; and two RCTs. There was considerable variability in terms of students, type of distance learning, platforms used and outcome measures. Results In medicine (n=14), self-reported competency and confidence, and demonstrable suturing skills were achieved through participating in remote learning. However, lower levels of knowledge were obtained by students who received virtual or blended learning compared to in-person teaching (low-very low confidence). Using bespoke interactive platforms in undergraduate medical training was superior to standard video (low confidence) or textbook presentations (very low confidence). In dentistry (n=2), remote learning led to knowledge gained (low confidence), but self-reported practical and interpersonal skills were lower with remote rather than in-person learning (very low confidence). In nursing (n=3), remote learning, when compared to in-person, resulted in similar knowledge and self-reported competency levels (very low confidence) pre-COVID, but confidence was higher when learning or assessment was conducted virtually (low confidence). In pharmacy (n=4), virtual learning was associated with higher skills, but lower knowledge compared to in-person, pre-COVID; self-reported competency and confidence scores were similar between the two groups (very low confidence). Conclusions Remote teaching was valued, and learning was achieved, but the comparative effectiveness of virtual versus in-person teaching is less clear. Supplementary alternative or in-person practical sessions may be required post-emergency to address learning needs for some disadvantaged student groups.

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