Long-term Effectiveness of Online Anaphylaxis Education for Pharmacists

Abstract

Objective. To evaluate the long-term effectiveness of an Australasian Society of Clinical Immunology and Allergy (ASCIA) anaphylaxis e-learning program compared to lectures or no training. Design. A controlled interrupted-time-series study of Australian pharmacists and pharmacy students who completed ASCIA anaphylaxis e-learning or lecture programs was conducted during 2011-2013. Effectiveness was measured using a validated test administered pretraining, posttraining, and 3 and 7 months after training. Assessment. All learning groups performed significantly better on all posttests compared to the pretest, and compared to a control group (p,0.001). The proportion of e-learners achieving the minimum standard for anaphylaxis knowledge improved from 45% at pretest to 87% at 7 months. Conclusion. The ASCIA e-learning program significantly increased anaphylaxis knowledge. The high proportion of participants achieving the minimum standard at 7 months indicates long-term knowledge change.

A Narrative Overview of the Effectiveness of E-learning in Pharmacy Education

“…2013 -2018 (excluding any studies already reviewed by Salter and colleagues [6]) Year of publication on participants' practice and/or if the e-learning intervention resulted in patient benefit or an improved quality of care. Studies involving other health professionals/students, other pharmacy staff, faculty members or patients were not included, with the exception of one study where a control group of medical students received no training [9]. Studies using technologies that were based solely in a classroom (not remote) setting were excluded.…”

“…Eight (14.3%) studies involved pharmacists [10][11][12][13][14][15][16][17], one (1.8%) involved pre-registration pharmacists [18], forty-six (82.1%) involved pharmacy undergraduate students and one (1.8%) involved both pharmacists and pharmacy students [9]. The number of participants ranged from eight in the smallest study [34], up to seven hundred and ninety-two in the largest [13].…”

“…Despite improved performance in mock clinic visits compared to a control group who did not complete the virtual cases, there was no change in student confidence post-intervention. Four (7.1%) studies [9,12,18,51] demonstrated that the effect of the e-learning intervention could be maintained beyond the short-term. [11] compared an online synchronous lecture on drug diversion to the same lecture, delivered face-toface.…”

Education and Assessment of Pharmacists on the Use of the Drug Burden Index in Older Adults Using a Continuing Professional Development Education Method

“…Furthermore, we could not determine whether the knowledge and understanding required to answer the CPD questions correctly were derived from the article or from other sources, making it difficult to conclude the direct impact of the CPD intervention on this area of pharmacy practice. Additionally, we could not evaluate the effect of the CPD article on increasing knowledge or long-term knowledge change, which would be better established through a randomized study, similar to the methodology used by Salter et al 40 Another limitation to this study was that the primary outcome was knowledge and application, not change in practice or patient outcomes. Tests of knowledge alone are insufficient to properly assess translation of knowledge and skills into practice.…”

Childhood food allergy and anaphylaxis: an educational priority

“…While the clinical outcome from provision of emergency action plans is yet to be investigated in controlled studies, 7 educational training has been shown to result in more accurate recognition of symptoms of anaphylaxis by health professionals, 8 and to improve knowledge of FA and change practice in catering staff 9 . Finally, an evaluation of ASCIA pharmacist e‐training demonstrated improved knowledge after training compared with baseline or no training, and long‐term retention of knowledge 7 months after completion 10 …”