The Use of a Virtual Learning Environment During the Internship of Final Year Pharmacy Students

Leemans, Liesbeth; Verstraeten, Ann; Zwaenepoel, Lieven; Laekeman, Gert

doi:10.1080/1560221031000121951

Cited by 2 publications

(2 citation statements)

References 3 publications

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“…This has been made possible by the launch of "TOLEDO" ("Toetsen en Leren Doeltreffend Ondersteunen", i.e. "efficiently supporting learning and evaluation"), a virtual learning environment that not only facilitates group work, but also allows students to tackle several problem-based exercises on communication and self-management (Leemans, Verstraeten, Zwaenepoel, & Laekeman, 2003). Furthermore, during a role-play session, communication skills are taught and practiced in small interactive groups.…”

Section: Introductionmentioning

confidence: 99%

Peer assessment: A valuable tool to differentiate between student contributions to group work?

Steensels¹,

Leemans²,

Buelens³

et al. 2006

Pharmacy Educ.

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This paper aims to report experiences with peer assessment (PA) during the first year of operation in a pharmacy practice (PP) course. PA was carried out twice. The range and standard deviation of scores were larger during the second assessment, suggesting a more critical way of rating. This indicates that gaining experience with PA is a necessary condition for this tool to enable students to assess each other's contribution to group work. A significant correlation was observed between scores awarded by peers and external tutors, indicating that students assessed one another in the same way as external tutors.In conclusion, PA can be a valuable tool to differentiate between student contributions to group work if students are properly trained to conduct such an assessment. It is recommended that PA be integrated at an earlier stage of the curriculum to allow students to gain the required expertise.

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Section: Introductionmentioning

confidence: 99%

Peer assessment: A valuable tool to differentiate between student contributions to group work?

Steensels¹,

Leemans²,

Buelens³

et al. 2006

Pharmacy Educ.

Self Cite

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“…These vary from simple HTML-based web sites helpful in specific pharmaceutical areas (Reynaud, 2001) to technically advanced multipurposeful systems (Leemans, Verstraeten, Zwaenepoel and Laekeman, 2003;Rutter and Hunt, 2003;TOLEDO, 2005). The TOLEDO system (TOLEDO 2005) enables not just knowledge presentation but also its control.…”

Section: Introductionmentioning

confidence: 99%

An e-learning system for pharmacist continuing education in Poland

et al. 2006

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The aim of this project is to develop an e-education system for the continuing education (CE) needs of pharmacists. The e-learning system assumptions were ease of use for end-users, easy to administer, to assist development and rebuild ability and the possibility to deliver both a wide range of helpful multimedia materials and online tests and role-play quizzes.During the trial period over 250 users registered at e-duk@cja (http://papaver.farmacja.cm-uj.krakow.pl/learn/). We estimate that about 13% of all practicing pharmacists from Cracow Pharmaceutical Board visited the e-learning website. One hundred and ten pharmacists notified their wish for full access allowing the possibility of testing and educational credit accumulation and 43 decided to take the exam.Results of this post-introduction inquiry reveal positive reception of this e-learning system.

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The Use of a Virtual Learning Environment During the Internship of Final Year Pharmacy Students

Cited by 2 publications

References 3 publications

Peer assessment: A valuable tool to differentiate between student contributions to group work?

Peer assessment: A valuable tool to differentiate between student contributions to group work?

An e-learning system for pharmacist continuing education in Poland

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