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1.
Pharmacy Education ; 22(1):515-522, 2022.
Article in English | Web of Science | ID: covidwho-1897358

ABSTRACT

Background: The fast tracking of the production of COVID-19 vaccines gave rise to aspects of general concern regarding their safety. The vigilance aspect of adverse drug reaction (ADR) reporting is a means to build up the science behind the safety aspects. The aim was to develop, validate and apply learning activities for healthcare professionals (HCPs) to educate and support them on ADR reporting. Methods: Two educational webinars were developed, validated, applied and evaluated by pharmacists, medical doctors, dentists and nurses. Results: Evaluation forms about the webinars were completed by 103 out of 132 HCPs (first webinar), and 73 out of 90 HCPs (second webinar). Conclusion: HCPs agreed that the educational webinars made them more aware of the importance of ADR reporting and the webinars helped them overcome barriers to ADR reporting.

2.
Pharmacy Education ; 20(2):290-296, 2020.
Article in English | Web of Science | ID: covidwho-1100571

ABSTRACT

The COVID-19 pandemic, which was globally declared during the first quarter of the year 2020, led to the transition of teaching activities from the traditional classroom setting to online platforms. This study evaluated preparedness and perception towards online learning and its impact among pharmacy academics and students by using two self-administered questionnaires. Fifteen academics and 60 students answered the questionnaire. Participants had the required technology for online learning (academics n = 14, 93%;students n=56, 93%) and believed that the transition to online learning was easy (academics n=12, 80%;students n=41, 68%). Most participants (academics n=12, 80%;students n=46, 77%) stated that online learning allowed more flexibility even though they preferred classroom-based approach. A minority of students stated that the shift to online learning during the pandemic made them feel alone (n=11, 18%), anxious (n=7, 12%) and depressed (n=9, 15%). Given the option, participants would prefer a hybrid learning approach, whereby some teaching activities are switched to online platforms.

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