Information Technology and Pharmacy Education

Fox, Brent I.

doi:10.5688/ajpe75586

Cited by 18 publications

(8 citation statements)

References 8 publications

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“…In addition, as learners' preferences in pharmacy education change, faculty members and colleges and schools of pharmacy must adjust and respond accordingly. [2][3][4][5][6] While social media is commonly used in social settings, there are few reports of its use in a professional educational setting. Cain et al studied the use of Facebook in a pharmacy management and leadership course for third-year pharmacy students.…”

Section: Introductionmentioning

confidence: 99%

Assessing the Value of Online Learning and Social Media in Pharmacy Education

Hamilton

Franks

Heidel

et al. 2016

American Journal of Pharmaceutical Education

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Objective. To assess student preferences regarding online learning and technology and to evaluate student pharmacists' social media use for educational purposes. Methods. An anonymous 36-question online survey was administered to third-year student pharmacists enrolled in the Drug Information and Clinical Literature Evaluation course. Results. Four hundred thirty-one students completed the survey, yielding a 96% response rate. The majority of students used technology for academic activities, with 90% using smart phones and 91% using laptop computers. Fifty-eight percent of students also used social networking websites to communicate with classmates. Conclusion. Pharmacy students frequently use social media and some online learning methods, which could be a valuable avenue for delivering or supplementing pharmacy curricula. The potential role of social media and online learning in pharmacy education needs to be further explored.

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Section: Introductionmentioning

confidence: 99%

Assessing the Value of Online Learning and Social Media in Pharmacy Education

Hamilton

Franks

Heidel

et al. 2016

American Journal of Pharmaceutical Education

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“…Simulated patients often need considerable training, organization and timetabling to achieve intended learning outcomes [16]. Simulations can be expensive to produce, requiring significant teaching time, teaching staff and space [8,10]. Furthermore, real-time simulation is not reusable, or flexible, therefore making it inefficient to deliver this type of training to large or diverse online groups [22].…”

Section: Simulation Video and Animationmentioning

confidence: 99%

Comparing Animation with Video For Teaching Communication Skills

Croft

Rasiah

Cooper

et al. 2014

Proceedings of the 2014 Conference on Interactive Entertainment

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In this paper, we describe a case study that compares the use of animation and video for teaching communication skills to pharmacy students. We present an appropriate framework outlining the key communication criteria that were used to develop a three part, patient-pharmacist communication scenario. This scenario was scripted, filmed in a community pharmacy, and edited into a six minute sequence before being converted to an equivalent animation sequence by using digital filters. Both the video and animation were compared in a usability trial using 37 students studying pharmacy. These students were divided into two groups, each experiencing either the video or animation sequence before being asked to provide subjective feedback of the usefulness of the approach for teaching communication. Both the video and animation group provided equivalent positive feedback about the approach. The two groups then experienced the alternative representation, either video or animation and were asked to nominate a preference. Both groups indicated a significant preference for the video presentation. It is recognized that the design and style of the animation may impact on the general validity of these outcomes and as such the paper also provides a detailed discussion of relevant design issues.

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“…The internet has become a readily-used source of health information [6,7]. However, internet-based health information is frequently maligned by the medical community with studies indicating that health information on the internet varies in quality and may be difficult for the general public to interpret accurately [8,9].…”

Section: Introductionmentioning

confidence: 99%

An online monogenic diabetes discussion group: supporting families and fueling new research

Perrone

Carmody

Philipson

et al. 2015

Translational Research

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Many online support groups are available for patients with rare disorders, but scant evidence is available on how effectively such groups provide useful information or valuable psychosocial support to their participants. It is also unclear to what extent physicians and researchers may learn more about these disorders by participating in such groups. To formally assess the utility of the Kovler Monogenic Diabetes Registry online discussion group for patients and families affected by KATP channel-related monogenic neonatal diabetes in providing psychosocial and informational support, and in identifying concerns unique to patients with this rare form of diabetes. We qualitatively analyzed all 1,410 messages from the online group that consisted of 64 participants affected by KATP channel monogenic diabetes and 11 researchers. We utilized the Social Behavior Support Code to assign each message to a support category and deductive thematic analysis to identify discussion topics addressed by each message. 44% of messages provided/requested informational support, whereas 31.4% of the messages contained psychosocial/emotional support. The most popular topics of postings to the forums were diabetes treatment (503 messages) and neurodevelopmental concerns (472 messages). Participation in the discussion led researchers to modify survey instruments as well as design new studies focusing on specific topics of concern, such as sleep. We demonstrate that an online support group for a monogenic form of diabetes is an effective informational tool that also provides psychosocial support. Participation by researchers and care providers can inform future research directions and highlight issues of patient concern.

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Information Technology and Pharmacy Education

Cited by 18 publications

References 8 publications

Assessing the Value of Online Learning and Social Media in Pharmacy Education

Assessing the Value of Online Learning and Social Media in Pharmacy Education

Comparing Animation with Video For Teaching Communication Skills

An online monogenic diabetes discussion group: supporting families and fueling new research

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