Teaching resources for the European Open Platform for Prescribing Education (EurOP2E)—a nominal group technique study

Abstract

The European Open Platform for Prescribing Education (EurOP2E) seeks to improve and harmonize European clinical pharmacology and therapeutics (CPT) education by facilitating international collaboration and sharing problem-based, online, open educational resources. The COVID-19 pandemic forced teachers to switch to virtual modalities, highlighting the need for high-quality online teaching materials. The goal of this study was to establish the online problem-based teaching resources needed to sustain prescribing education during the pandemic and thereafter. A nominal group technique study was conducted with prescribing teachers from 15 European countries. Results were analyzed through thematic analysis. In four meetings, 20 teachers from 15 countries proposed and ranked 35 teaching materials. According to the participants, the most necessary problem-based-online teaching materials related to three overarching themes. Related to learning outcomes for CPT, participants proposed creating prescription scenarios, including materials focusing on background knowledge and resources on personalized medicine and topical/ethical issues such as the prescription’s impact on planetary health. Second, related to teaching, they proposed online case discussions, gamification and decision support systems. Finally, in relation to faculty development, they recommend teacher courses, a repository of reusable exam questions and harmonized formularies. Future work will aim to collaboratively produce such materials.

Sustainable development and formative evaluation of mathematics open educational resources created by pre-service teachers: an action research study

“…In research to test feasibility (as opposed to proving effectiveness), the focus is on evaluating the capabilities and limitations of resources, rather than comparing them with other counterparts (e.g., commercial materials). Therefore, the involvement of a control group is not necessarily required (e.g., Bakkum et al, 2022;Kanoksilapatham, 2021;Valle et al, 2022).…”

“…Their comments were used to validate the OER content. In health professions education, Bakkum et al (2022) obtained feedback on their OER by conducting meetings with in-service teachers and integrated their suggestions into the development process. After the fourth meeting, no new suggestions were made, indicating teacher satisfaction with the resources.…”

“…7 Conceptual model of sustainable OER development with pre-service and in-service teachers provide feedback in AR Cycle 2. As in Bakkum et al (2022), we then scheduled another iteration of review to collect teacher feedback until no new suggestions were made. Additional teachers were involved to gain broader perspectives.…”

Using artificial intelligence to create diverse and inclusive medical case vignettes for education

“…During a study focused on determining the specific needs of clinical pharmacology and therapeutics teachers in terms of open educational resources (OERs), it was observed that a repository of reusable clinical case scenarios was the most frequently desired resource on the European Open Platform for Prescribing Education (EurOP 2 E; http:// prescribingeducation.eu). 9 Introducing computer-generated case generation with randomized patient characteristics holds promise in theoretically enhancing diversity while simultaneously simplifying the case-creation process. However, our previous attempts at computer-generated case generation highlighted certain challenges.…”

“…During a study focused on determining the specific needs of clinical pharmacology and therapeutics teachers in terms of open educational resources (OERs), it was observed that a repository of reusable clinical case scenarios was the most frequently desired resource on the European Open Platform for Prescribing Education (EurOP 2 E; http://prescribingeducation.eu). 9 …”