Migration to online pharmacy education in Namibia: Successes, challenges and competence implications

Kibuule, Dan; Lates, Jennie; Ishola, Anthony; Hango, Ester; Kalemeera, Francis; Knott, Michael G.; Mavu, Daniel; Singu, Bonifasius S.; Rennie, Timothy; Brinkmann, Irene; Mubita, Mwangana

doi:10.46542/pe.2020.202.174182

Cited by 2 publications

(1 citation statement)

References 25 publications

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“…This context reflects curricular challenges that students come across learning a subject that is troublesome at heart (Gaikwad and Tankhiwale, 2014;Kaylor, 2014;Trujillo et al, 2014;Wong et al, 2014;Ahsan and Mallick, 2016;Eachempati et al, 2016;Galvez-Peralta et al, 2018;. The challenges primarily stem from didactic lectures coupled with inappropriate alignment of the learning outcomes (Gupta et al, 2014;Persky and Dupuis, 2014;Choudhury et al, 2015;Kibuule et al, 2015;Arora and Hashilkar, 2016;Nguyen et al, 2016;Islam et al, 2017;Patrick et al, 2018;Saba et al, 2019). Many European Union (EU) medical schools follow a traditional approach in teaching and assessing Clinical Pharmacology and Therapeutics (CPT), with inadequate alignment of learning outcomes and curriculum content.…”

Section: Cmo Configurations and Statementsmentioning

confidence: 99%

Pedagogical interventions and their influences on university-level students learning pharmacology-a realist review

Khurshid,

O’Connor,

Thompson

et al. 2023

Front. Educ.

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IntroductionThe knowledge complexity and varied delivery formats in pharmacology education can leave students unprepared in essential pharmacotherapy skills. This significantly influences their ways of thinking and working in clinical environments, resulting in a challenging clinical transition. This need demands pedagogical innovations to strengthen pharmacology education and improve learners’ skills and competencies in pharmacotherapy. This evidence-based realist review aimed to examine the contextual factors and program theories or causal mechanisms crucial for effective pedagogical interventions in pharmacology, seeking to answer the question of ‘what works for whom, under what circumstances, how, and why’.MethodThe realist synthesis was initiated after retrieving data from Medline (OVID), Cochrane, EBSCO hosted ERIC, SCOPUS, and Embase (OVID) including other sources for additional records. The preliminary analysis enabled the establishment of context, mechanism, and outcome configurations (CMOC) and formulation and refinement of the initial program theory regarding the pedagogical interventions in pharmacology. Data synthesis iteration helped to identify the relevant context and unravel its relationships with underlying causal mechanisms through which said interventions generate outcomes of interest.ResultsA realist review analyzed 1,217 records and identified 75 articles examining a range of educational interventions from individual efforts to faculty-wide curriculum changes in pharmacology education. The key contexts for pharmacology education were troublesome content, traditional delivery methods, inadequate and limited opportunities for knowledge integration, and application. Active participation in interactive learning, along with enjoyment and motivation, was proposed as a causal mechanism for optimizing cognitive load and achieving positive outcomes. The outcomes of the review include subjective perceptions of improved confidence and satisfaction, objective measurements of high post-test scores.DiscussionPedagogical scaffolding in constructivist learning environments helps students overcome challenges in learning troublesome pharmacology knowledge. Considering the human cognitive system’s processing capacity, these interventions improve learning by effectively using cognitive resources. Innovations that focus on enhancing cognitive load through task construction can also promote positive emotional experiences in students, such as engagement and enjoyment, as explained by flow theory. A constructive learning environment, where the cognitive load is optimized and high flow is achieved, can maximize the impact of pedagogical interventions in pharmacology.Systematic Review Registrationhttps://www.crd.york.ac.uk/prospero/display_record.php?RecordID=160441, PROSPERO (CRD42020160441).

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Section: Cmo Configurations and Statementsmentioning

confidence: 99%

Pedagogical interventions and their influences on university-level students learning pharmacology-a realist review

Khurshid,

O’Connor,

Thompson

et al. 2023

Front. Educ.

View full text Add to dashboard Cite

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COVID-19: Rebooting pharmacy education in resource-limited settings

Lates

Kibuule

2020

Pharm Educ

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Globally, the COVID-19 pandemic has aggravated inequalities in access to quality pharmacy education, particularly in resource-limited settings in Africa (Engle, 2020; Fuller et al., 2020). This is a serious concern for Africa especially, given that sub-Saharan Africa ranks lowest on the global pharmaceutical workforce index and has a disproportionately high burden of infectious and non-communicable diseases, combined with weak health systems (World Health Organisation [WHO], 2013; Bates et al., 2018).

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Migration to online pharmacy education in Namibia: Successes, challenges and competence implications

Cited by 2 publications

References 25 publications

Pedagogical interventions and their influences on university-level students learning pharmacology-a realist review

Pedagogical interventions and their influences on university-level students learning pharmacology-a realist review

COVID-19: Rebooting pharmacy education in resource-limited settings

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