Pharmacy Students Perception of the Application of Learning Management System in Patient-oriented Pharmacy Education: University of Benin Experience

Erah, Patrick O; Dairo, Emmanuel A

doi:10.4314/ijhr.v1i2.47917

Cited by 6 publications

(11 citation statements)

References 18 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Faculty must guide the development of the curriculum and courses which would be part of an e-learning program, working closely with ICT technical experts to create the mechanism [28,42]. In order to be able to build an e-learning program, ICT technical experts must understand the outcomes expected.…”

Section: Discussionmentioning

confidence: 99%

“…It is necessary to have a solid infrastructure that supports e-learning as a program [9,23,28,29]. Infrastructure requirements depend on the type of program that is envisioned.…”

Section: Discussionmentioning

confidence: 99%

“…Seven articles expressly identified inadequate infrastructure as a challenge when implementing e-learning in resource constrained countries [4,9,23,28-32]. Their major points include limitations in bandwidth, which often contributed to slow speed and low quality of videos or visual outputs [4,30-32], difficulties reading or watching content from a computer screen [9,29,30], slow speed of downloading from the internet, [20,28,31] inadequate computer facilities, limited access to computers [28], and frequent electrical power failures [28].…”

Section: Introductionmentioning

confidence: 99%

“…Their major points include limitations in bandwidth, which often contributed to slow speed and low quality of videos or visual outputs [4,30-32], difficulties reading or watching content from a computer screen [9,29,30], slow speed of downloading from the internet, [20,28,31] inadequate computer facilities, limited access to computers [28], and frequent electrical power failures [28]. Of note, the challenge of bandwidth availability is rapidly being addressed in even the most resource-challenged areas.…”

Section: Introductionmentioning

confidence: 99%

“…Other challenges identified in the literature included: inadequate numbers of skilled personnel such as instructional designers or instructional technologists to support e-learning programs [28,42], working across time zones (when conducting real-time distance learning) [16,20], financial costs of implementing and maintaining e-learning infrastructure [24,32], and the time commitment required of teachers to commit to the experience [24,35,43]. One study that described the use of a virtual patient simulation system in Colombia mentioned “that the development and maintenance costs are crucial to the successful implementation and use of an application” [44].…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

E-learning in medical education in resource constrained low- and middle-income countries

et al. 2013

View full text Add to dashboard Cite

BackgroundIn the face of severe faculty shortages in resource-constrained countries, medical schools look to e-learning for improved access to medical education. This paper summarizes the literature on e-learning in low- and middle-income countries (LMIC), and presents the spectrum of tools and strategies used.MethodsResearchers reviewed literature using terms related to e-learning and pre-service education of health professionals in LMIC. Search terms were connected using the Boolean Operators “AND” and “OR” to capture all relevant article suggestions. Using standard decision criteria, reviewers narrowed the article suggestions to a final 124 relevant articles.ResultsOf the relevant articles found, most referred to e-learning in Brazil (14 articles), India (14), Egypt (10) and South Africa (10). While e-learning has been used by a variety of health workers in LMICs, the majority (58%) reported on physician training, while 24% focused on nursing, pharmacy and dentistry training. Although reasons for investing in e-learning varied, expanded access to education was at the core of e-learning implementation which included providing supplementary tools to support faculty in their teaching, expanding the pool of faculty by connecting to partner and/or community teaching sites, and sharing of digital resources for use by students. E-learning in medical education takes many forms. Blended learning approaches were the most common methodology presented (49 articles) of which computer-assisted learning (CAL) comprised the majority (45 articles). Other approaches included simulations and the use of multimedia software (20 articles), web-based learning (14 articles), and eTutor/eMentor programs (3 articles). Of the 69 articles that evaluated the effectiveness of e-learning tools, 35 studies compared outcomes between e-learning and other approaches, while 34 studies qualitatively analyzed student and faculty attitudes toward e-learning modalities.ConclusionsE-learning in medical education is a means to an end, rather than the end in itself. Utilizing e-learning can result in greater educational opportunities for students while simultaneously enhancing faculty effectiveness and efficiency. However, this potential of e-learning assumes a certain level of institutional readiness in human and infrastructural resources that is not always present in LMICs. Institutional readiness for e-learning adoption ensures the alignment of new tools to the educational and economic context.

show abstract

Section: Discussionmentioning

confidence: 99%

“…It is necessary to have a solid infrastructure that supports e-learning as a program [9,23,28,29]. Infrastructure requirements depend on the type of program that is envisioned.…”

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

E-learning in medical education in resource constrained low- and middle-income countries

et al. 2013

View full text Add to dashboard Cite

show abstract

Measurement invariance of perceived learning of business statistics through e-learning platform

Musa¹,

Mahmud²

2018

AIP Conference Proceedings

View full text Add to dashboard Cite

Virtual spaced-learning method, during COVID-19 for Pharm D students

Sharifdini,

Evazalipour,

Hesari

2023

BMC Med Educ

View full text Add to dashboard Cite

Background The coronavirus (COVID-19) outbreak basically changed teaching methods across the world, and learning was almost replaced by virtual learning during the pandemic. Also, the spacing effect is one of the most well-established phenomena in the science of learning. Using temporal intervals for re-exposing learners to information over time (spaced learning) leads to more effective retention of knowledge compared to having information presented at a single time (massed learning). Hence, we designed a virtual spaced learning method to reap the benefits of virtual learning and spaced learning concomitantly. Methods/approach An interventional semi- experimental survey among 66 Pharm D students was designed and implemented. Students were divided into two groups (spaced vs mass learning) in the national integrated virtual education platform (NAVID) as the matrix for teaching as well as evaluation. Classes were conducted in the following sequence: 1- answering the pre-test, 2- watching and listening to the educational content (separately for each group), 3- answering the post-test (n = 1). The pre/post-test consisted of 10 four-choice questions based on the Kirkpatrick Model extracted from the educational content. Results/outcomes Findings revealed that the average score was not significantly different between the post-tests of the spaced learning and mass learning (7.26 ± 2.26 vs 6.5 ± 2.5) methods utilizing the independent t- test (p ≥ 0.05). Conclusions Since no statistically significant improvement was observed in the virtual spaced learning group compared to the control group, it seems that clarifying the significant influence of the spaced learning strategy in pharmacy education requires longer period of study, or study on less complex or skill-based topics for further evaluation.

show abstract

Pharmacy Students Perception of the Application of Learning Management System in Patient-oriented Pharmacy Education: University of Benin Experience

Cited by 6 publications

References 18 publications

E-learning in medical education in resource constrained low- and middle-income countries

E-learning in medical education in resource constrained low- and middle-income countries

Measurement invariance of perceived learning of business statistics through e-learning platform

Virtual spaced-learning method, during COVID-19 for Pharm D students

Contact Info

Product

Resources

About