Web-based Instruction on Substance Abuse and Drug Diversion

Abstract

Objectives. To develop a pilot study to assess the effectiveness of a Web-based educational module on enhancing understanding of substance abuse and drug diversion, and to assess students' abilities and confidence in applying the information. Design. A Web-based instructional module was presented to students enrolled in their second preprofessional year, and students were informed that it was part of a research study. Knowledge was tested using 10 pre-and post-module questions. Students were also presented with 5 survey questions assessing abilities related to the learning objectives. Assessment. The median percentage of correct responses increased from 60% (Interquartile range [IQR] 20%) for the pre-module questions to 90% (IQR 5 10%) for the post-module questions. The median percent gain in knowledge was 20% (IQR 5 20%) which was significant (p , 0.0001). Conclusions. Web-based instruction is an alternative method for engaging students in course content. We found that 59% of our pilot study group worked in a pharmacy. From the success of the pilot study, the module was implemented as an extra credit assignment in a required course to provide a foundation for developing professional responsibility.

Effectiveness of Educational Technology to Improve Patient Care in Pharmacy Curricula

“…This study found that knowledge increased after using the application (median percent knowledge gain: 20%; p,0.0001) and that more students achieved a passing score (defined as at least 70%) on the posttest compared to the pretest (pretest pass rate: 33% vs posttest pass rate: 93%; p,0.0001). 12 Satisfaction data regarding CAI also returned varied results. With lecture capture, satisfaction data was mixed, although survey response rates were high (56-95%).…”

“…Of the 7 studies, 3 employed lecture capture, 6-8 1 employed a CD-ROM, 9 1 employed an audience response system, 10 1 a learning management system, 11 and 1 used web-based instruction. 12 Assessment of the CAI tools was measured mostly by examination scores, course grades, and/or preCAI and postCAI questions. The most common method of collecting satisfaction data was a postcourse survey.…”

“…With lecture capture, satisfaction data was mixed, although survey response rates were high (56-95%). [6][7][8][9][10][11][12] One study reported no difference in survey scores, 8 while another reported that more students preferred traditional lecture vs the 4-panel method (51% vs 36.6%), 7 and the third study reported that more students used the lectures for completing handouts than studying for examinations. 6 The CD-ROM study reported a perception among students that they learned more (p,0.001) than they did with traditional teaching, but that there was less time for faculty members to answer questions (75% vs 38%; p50.01).…”

“…11 Finally, students agreed in a self-assessment that web-based instruction allowed them to identify drugs that may be abused (100%), identify potential methods of abuse (95%), understand the role of a pharmacist (90%), identify drug diversion as a problem (90%), and have confidence in knowing what action to take (80%). 12 The means by which CAI can be delivered to students are numerous and the outcomes and satisfaction among the students vary. The advantages of this technology are that it is easily employed with larger numbers of students, it can allow for repetition opportunities and immediate faculty feedback, and it promotes individualized learning.…”

Tips for Developing an Integrated Online and Simulation Course Based on 6-Years of Experience

“…Within pharmacy education, online learning has proven to be an effective educational tool for a variety of topics, such as substance abuse and diversion, basic statistics, as well as proper inhaler technique [5][6][7]. Recently, a school of pharmacy employed a hybrid program when opening their satellite campus, which combined online learning with traditional face-to-face instruction.…”