Using a virtual patient system for the teaching of pharmaceutical care

Menendez, Elisa; Balisa-Rocha, Blície Jennifer; Jabbur-Lopes, Monique; Costa, Wanderson; Nascimento, José Rafael; Dósea, Marcos; Silva, Leila; Lyra-Jr, Divaldo Pereira de

doi:10.1016/j.ijmedinf.2015.05.015

Cited by 27 publications

(26 citation statements)

References 18 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…5 A bibliography research revealed many studies describing teaching pharmacy students' knowledge and skills necessary to perform pharmaceutical care. [6][7][8][9][10] However, the literature is scarce in describing studies that foster the development of positive pharmaceutical care attitudes among pharmacy students and practicing pharmacists.…”

Section: Introductionmentioning

confidence: 99%

Assessment of Attitudes of Cuban University Pharmacy Students Toward Pharmaceutical Care

Sánchez¹,

Sol²

2016

IJPER

View full text Add to dashboard Cite

Objective: To describe the attitude of Cuban pharmacy students toward pharmaceutical care. Methods: This study is a descriptive approach to the standard Pharmaceutical Care Attitudes Survey among professional fourth year pharmacy students in Cuba. To assess the students' attitudes towards pharmaceutical care, a five-point Likert Scale (rating from 1 = strongly disagree to 5 = strongly agree) was utilized to measure the extent to which the students agreed on 13 statements related to pharmaceutical care. Sociodemographic characteristics including age, country of origin, current professional year, marital status, and pharmacy training experience. The survey tool was distributed to 42 students. High level of confidentiality and anonymity was maintained throughout the study period. Descriptive statistics on the sample characteristics and questionnaire items including means, standard deviations, and frequency distributions were computed. The reliability of the survey was assessed by calculating the Cronbach's alpha. Results: A total of 30 students returned the survey. The main age was 21 years old, 82 percent were female, 70 percent were single (never married), and 5 percent had some pharmacy related work experience. Of the respondents, 90% agreed or strongly agreed that all pharmacists and pharmacy students should perform pharmaceutical care. About 80% strongly agreed that providing pharmaceutical care takes too much time and effort. The Cronbach's alpha reached 0.87. Conclusions: Pharmacy students in the study indicated positive attitudes toward pharmaceutical care. Positive attitude ratings were associated with the pharmaceutical care teaching at the university and the teacher role, according to their experiences in this practice.

show abstract

Section: Introductionmentioning

confidence: 99%

Assessment of Attitudes of Cuban University Pharmacy Students Toward Pharmaceutical Care

Sánchez¹,

Sol²

2016

IJPER

View full text Add to dashboard Cite

show abstract

“…The positive reaction in the remaining studies was primarily satisfaction with the effectiveness of the e-learning methods and quality of the learning experience provided. Studies also identified a number of advantages of e-learning, which include increased convenience [10,12,17,21,28,29,38,52,56], the ability to protect 'in class time' [20,33,35,50,55,57,63], the empowerment of students to take responsibility for their own learning [17,20,33,35,50,56,57,63] found the e-learning intervention to be effective in increasing the knowledge or skills of the participants. In 2 of the 3 studies that did not have a positive outcome, Weaver et al, [34] and DeMella et al, [62] examined the delivery of a blended health policy course and an online ethics course, respectively, to pharmacy students.…”

Section: Interventionmentioning

confidence: 99%

A Narrative Overview of the Effectiveness of E-learning in Pharmacy Education

O'Hare

Girvin²

2018

PPPS

View full text Add to dashboard Cite

In response to the increasing use of a range of technologies within pharmacy education, this review aimed to establish the effectiveness and acceptance of e-learning within pharmacy education and to identify limitations within the research carried out since 2013. The e-learning interventions studied were defined as any online or computer-based technology* used to deliver pharmacy education to pharmacy students or qualified pharmacists in a remote (out of classroom) setting. Evidence of short-term effectiveness of e-learning was found and a small number of studies provided evidence of long-term effectiveness. In comparisons, e-learning was demonstrated to be at least as effective as traditional face-to-face teaching methods and superior to no training at all. Six studies also demonstrated that e-learning could result in a change of pharmacists' practice, while no evidence was found that e-learning could lead to patient benefit or improvements in care. E-learning also appears to be an engaging learning method, which is generally well received among participants. Despite a significant increase in the number of publications investigating e-learning within pharmacy education in the past five years, further research is still required to address limitations within the current literature and to fully establish the effectiveness of e-learning within pharmacy education. *excluding technologies that are recreational in nature, e.g. computer games.

show abstract

“…E-learning systems [54][55][56][57], in general, and intelligent e-learning systems [26], in particular, will likely have an important role in the classrooms of the future. Intelligent tutoring systems and adaptive e-learning environments are an emerging revolution in higher education [58].…”

Section: Surveymentioning

confidence: 99%

An Empirical Study of Neural Network-Based Audience Response Technology in a Human Anatomy Course for Pharmacy Students

et al. 2016

View full text Add to dashboard Cite

Objective: This paper presents an empirical study of a formative neural network-based assessment approach by using mobile technology to provide pharmacy students with intelligent diagnostic feedback.Method: An unsupervised learning algorithm was integrated with an audience response system called SIDRA in order to generate states that collect some commonality in responses to questions and add diagnostic feedback for guided learning. A total of 89 pharmacy students enrolled on a Human Anatomy course were taught using two different teaching methods. Forty-four students employed intelligent SIDRA (i-SIDRA), whereas 45 students received the same training but without using i-SIDRA.Results: A statistically significant difference was found between the experimental group (i-SIDRA) and the control group (traditional learning methodology), with T (87) = 6.598, p < 0.001. In four MCQs tests, the difference between the number of correct answers in the first attempt and in the last attempt was also studied. A global effect size of 0.644 was achieved in the meta-analysis carried out. The students expressed satisfaction with the content provided by i-SIDRA and the methodology used during the process of learning anatomy (M=4.59).

show abstract

Using a virtual patient system for the teaching of pharmaceutical care

Cited by 27 publications

References 18 publications

Assessment of Attitudes of Cuban University Pharmacy Students Toward Pharmaceutical Care

Assessment of Attitudes of Cuban University Pharmacy Students Toward Pharmaceutical Care

A Narrative Overview of the Effectiveness of E-learning in Pharmacy Education

An Empirical Study of Neural Network-Based Audience Response Technology in a Human Anatomy Course for Pharmacy Students

Contact Info

Product

Resources

About