Pharmacist Perception of a Mobile Application Audience Response System for Remote Pharmacy Continuing Education Participants

Koval, Peter; Kim, Jennifer J.; Makhlouf, Tanya

doi:10.1177/0897190018792391

Cited by 12 publications

(7 citation statements)

References 9 publications

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“…Online courses are constantly evolving and also have several advantages, such as freedom of study, anonymity and ease of use. 39 However, online teaching does not permit interaction; 39 as such, it can be considered a complementary teaching approach. 40 There is evidence from other studies in other countries that some pharmacists prefer to learn alone online.…”

Section: Discussionmentioning

confidence: 99%

Satisfaction and needs of pharmacists in prescription-checking training: a cross-sectional survey

Cheng

Wang

et al. 2020

J Int Med Res

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Objective Prescription checking is becoming increasingly prevalent in medical institutions. However, the prescription-checking ability of pharmacists requires improvement. The study aim was to explore the main aspects of prescription-checking training and provide an empirical reference for the training of pharmacists in medical institutions. Methods Participants were pharmacists willing to complete a Likert questionnaire. Descriptive statistics were used to examine percentages and composition ratios. The chi-square test and exploratory factor analysis were used for inferential analysis. Results The questionnaire showed good internal consistency reliability and validity. A total of 90% of participants were satisfied with the training. Exploratory factor analysis extracted three satisfaction dimensions: training organization, teaching method, and knowledge consolidation and assessment. The average examination score for the 20 courses was 89.21/100. Regarding trainee needs, 94.66% preferred face-to-face lectures, 89.33% expected high professional skills of the lecturers and 62.67% believed that clinical expertise was highly desirable. Conclusions There was a high demand for prescription-checking training among pharmacists. Trainees in this study showed high satisfaction. The most important aspects of prescription-checking training were training organization and knowledge consolidation and assessment. It is recommended that training should be stratified. Pharmacists preferred face-to-face and interactive lectures as a supplement to clinical knowledge.

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Section: Discussionmentioning

confidence: 99%

Satisfaction and needs of pharmacists in prescription-checking training: a cross-sectional survey

Cheng

Wang

et al. 2020

J Int Med Res

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show abstract

“…Face-to-face lecture has advantages such as on-site teaching, and full interaction with lecturers and other trainees. Nonetheless, online courses are constantly evolving, with advantages of freedom of study, anonymity, ease of use, etc., [34] but overlook the function of interaction [34], which can be considered as a complementary approach to gaining knowledge [35]. Pharmacists in some countries prefer learning online by themselves [16].…”

Section: Discussionmentioning

confidence: 99%

Survey on satisfaction and needs of pharmacists in prescription-checking training: a cross-sectional study

Cheng¹,

Wang²,

Ma³

et al. 2019

Preprint

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Background Prescription-checking is becoming increasingly popular in medical institutions, but the prescription-checking ability of pharmacists needs improvement. This study aimed to explore the key aspects of the prescription-checking training and provide an empirical reference for standardizing the prescription-checking training for pharmacists in medical institutions.Methods Trainees who were willing to complete the Likert questionnaire were enrolled in this study. Percentage and composition ratio were used for statistical description. The chi-square test and exploratory factor analysis were used for statistical analysis. A difference with p<0.05 was considered statistically significant.Results The questionnaire had good internal consistency and validity. The overall satisfaction of the trainees was 90%. Three dimensions, training organization, teaching mode as well as consolidation and assessment of knowledge were extracted using exploratory factor analysis. The average examination score of the 20 courses was 89.21±2.62 points. From the perspective of needs, 94.66% of the trainees preferred face-to-face lectures, 89.33% of the trainees expected high professional skills of the lecturers, and 62.27% of the trainees believed that clinical expertise was highly desirable.Conclusion There was a great demand for prescription-checking training among pharmacists. Trainees enrolled in this training showed high satisfaction and good examination results. The key aspects of prescription-checking training were training organization, as well as consolidation and assessment of knowledge. It is recommended to conduct training in a stratified manner according to pharmacists’ educational background, in order to effectively improve their prescription-checking competence. The pharmacists preferred face-to-face lectures and interaction to supplement clinical disease-related knowledge.

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“…It can be achieved using clickers or mobile devices (such as smartphones) equipped with ARS software, allowing students to participate anonymously and receive instant feedback. The use of ARS increases students’ attention, engagement, and participation in classes, besides allowing them the opportunity to report their satisfaction with tool utilization and giving them the feeling of an enhanced learning experience 4,7–11 . Among the strengths of an ARS are anonymous participation, which instigates student participation, as well as instant feedback, which permits students to self‐assess and teachers to note gaps in lectures and reinforce information 11–14 …”

Section: Introductionmentioning

confidence: 99%

“…The use of ARS increases students' attention, engagement, and participation in classes, besides allowing them the opportunity to report their satisfaction with tool utilization and giving them the feeling of an enhanced learning experience. 4,[7][8][9][10][11] Among the strengths of an ARS are anonymous participation, which instigates student participation, as well as instant feedback, which permits students to self-assess and teachers to note gaps in lectures and reinforce information. [11][12][13][14] The utilization of free online students' ARS software with students' own devices allows an easy and inexpensive application of an ARS-based lecture and requires only a working internet connection.…”

Section: Introductionmentioning

confidence: 99%

Use of an audience response system during a continuing education action about oral lesion diagnosis

Herpich

Kovalski

Roxo‐Gonçalves

et al. 2022

Journal of Dental Education

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Objectives:The present cross-sectional study aimed to evaluate the perceptions of continuing education action (CEA) participants on the use of an audience response system (ARS). Secondarily, the study assessed the association between the diagnostic abilities of participants and their self-confidence in managing oral lesions Methods: Oral medicine specialists, dentists, hygienists, and students (n = 193) who attended the 'Maio Vermelho Project', a CEA held in a Southern Brazilian State, answered a diagnostic ability test using the ARS Socrative software during a case discussion section. The test comprised 16 simulated clinical cases based on photos of oral lesions. The questions required classification of the lesion's nature, diagnostic hypothesis, and decision making (manage the case or refer it to a specialist) for each case. A second questionnaire composed of 12 questions was also applied to evaluate satisfaction and perception of the use of ARS Socrative Results: Hygienists displayed lower scores in the diagnostic abilities test, whereas the other groups' performances were quite similar. Dentists and dental students who scored higher on the diagnostic abilities test showed higher selfconfidence in the management of benign lesions. All participants stated that the use of technology can improve their learning experience and should be incorporated into the classroom. Moreover, the participants' perception was highly favorable to the use of Socrative in educational activities Conclusion: Our findings showed good acceptance of the ARS tool in a CEA environment and suggest an association between performance on the questionnaire and self-confidence in oral lesion management.

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Pharmacist Perception of a Mobile Application Audience Response System for Remote Pharmacy Continuing Education Participants

Abstract: Interactive software during pharmacy CE lectures for participants at remote locations within a health system was well accepted. ARS should be considered and further studied for CE lectures at institutions with remote participants.

Cited by 12 publications

References 9 publications

Satisfaction and needs of pharmacists in prescription-checking training: a cross-sectional survey

Satisfaction and needs of pharmacists in prescription-checking training: a cross-sectional survey

Survey on satisfaction and needs of pharmacists in prescription-checking training: a cross-sectional study

Use of an audience response system during a continuing education action about oral lesion diagnosis

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