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Background It is a challenge for pharmacy courses worldwide to combine theoretical knowledge with practical skills to equip students for their future practice. Computer-based simulation offers a way of building a bridge between theory and practice. In recent years, digital simulation has expanded rapidly as a new technique of virtual learning. The digital platform ''Pharmacy Simulator'' proposes computer-based encounters with virtual patients to train clinical and communication skills in a community pharmacy setting. However, during the COVID-19 pandemic, while students were digitally resilient and endured the endless challenges of online lectures, many were dealing with Zoom and screen fatigue. Purpose To investigate pharmacy students' acceptance of Pharmacy Simulator before and during a pandemic situation. This focuses on students' self-assessment and confidence in counselling after playing the scenarios on Pharmacy Simulator. Method Two cohorts of Master of Pharmacy students at The University of Western Australia played two scenarios on Pharmacy Simulator in 2019 (anaphylaxis and salbutamol) and 2021 (anaphylaxis and vaccination). A mixed-method analysis was performed with data from (i) qualitative semi-structured interviews carried out in 2019 pertaining to participants' acceptance of Pharmacy Simulator and in 2021 (ii) a questionnaire with 25 items derived from the interviews. The interviews were transcribed verbatim into electronic format with the data management assistance MAXQDA and analyzed inductively using the Framework Method. Questionnaire responses were analyzed in Microsoft Excel using descriptive statistics. Openended questions were evaluated inductively. Findings Data were collected from 20 interviews and 31 answered questionnaires. In 2019, participants reported that Pharmacy Simulator was a fun, engaging, and straightforward learning tool and, therefore, user-friendly. They reported the feedback at the end of the session to be most valuable. The platform was perceived to fill the gap between the theory from lectures and community pharmacy practice. In 2021, participants ''agreed'' (median: 4, on a 5-point Likert scale) with seven statements about Pharmacy Simulator's usability, such as it being a helpful tool for acquiring new knowledge. Participants' confidence in counselling regarding the scenario topics improved. One participant stated, ''It taught me more through trial and error''. Conclusion Pharmacy students reported similar acceptance levels of Pharmacy Simulator before and during the COVID-19 pandemic. The use of simulation during virtual patient encounters seems to facilitate the transfer from theory to practice, independently of learning conditions that were predominantly screen-based.
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Background: In industrialized and developing economic countries like India, the technology transfer has significantly enhanced the quality of higher education, where the tentacles of digitalization have deeply entered education system, which opened the gateway of blended pedagogy, enabling a greater access to course content, learning preparation in peers and interactions. Across the globe, blended learning is applied in pharmaceutical education but it gained momentum in Indian pharmacy education during the global threat, COVID-19 pandemic. Aim and Objectives: The current experimental study of six months duration was performed to investigate the perception of pharmacy students towards blended pedagogy in pharmacy education at undergraduate level. Methodology: In the current experiment survey, a validated standard self-administered questionnaire with 28 inventories under 7 categories was administered to students pursuing undergraduate pharmacy programs in a pharmacy institute located at rural Andhra Pradesh for a period of six months, through online mode;data collection was performed in students showing willingness and further collected data was assessed through excel spreadsheet. Result(s): The study observed a two-third satisfaction on an average in terms of all the indicators which influence the blended pedagogy (teacher 71.8%, course content 74.8%, technology transfer 58.7%, interactions 78.8%, and constructive knowledge 73.7%). Conclusion(s): In conclusion, our study envisaged effective student engagement, with more facilitator-student interactions and adaptability;through blended learning which enabled, enhanced and transformed students to active learners.Copyright © 2023, Indian Pharmaceutical Association. All rights reserved.
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Background: The pandemic of COVID-19 has placed many challenges for pharmacy students' learning experiences via the online e- system. There is paucity of studies that addresses this in colleges of pharmacies in United Arab Emirates (UAE). Objective: We have explored the preparedness, attitudes, experiences, and barriers/facilitators, and delineated factors that may affect the pharmacy students' e-learning process amid the COVID-19 crises. Methods: The current study was cross-sectional, and survey-based (anonymously self-administered) that utilized theoretical domains framework. The survey (multiple statements) was comprised of four domains (based on theoretical domain framework) that has elaborated on the preparedness, attitudes, experiences and barriers for the pharmacy students' e-learning (all years and interns). The validated (Cronbach Alfa 0.821) and piloted survey posted to the Google form and a link distributed to the pharmacy students. The survey was comprised of four domains (34 statements), distributed as five in preparedness, eleven in attitude, eleven in the experiences, and seven in the barriers/facilitators (theoretical domains framework). Outcome measure: The primary outcome was the total sum of scores of individual statements and each individual four domain of the questionnaire (preparedness, attitude, experiences, and barriers/facilitators). Results: Two hundred thirty respondents participated in the survey (230/400, response rate 57.5%), of which 193 were females (83.9%) versus 37 males (16.1%). The mean age (years) was 19.9 ± 1.9 (males 19.8 ± 1.6 and females 20.0 ± 1.9). The mean total score for preparedness Q1 to Q5 (domain maximum score 25); and for the attitude Q6 to Q16 (domain maximum score of 60) were 14.9 ± 3.8 (95% CI 14.4 - 15.4; P < 0.05), 29.5 ± 7.4 (95% CI 28.6 - 30.5; P < 0.05) respectively. While for the experiences Q17 to Q27 (domain maximum score 55); and for the barriers/facilitators Q28 to Q34 (domain maximum score 30) 40.1 ± 8.0 (95% CI 39.1 - 41.1; P < 0.0001), and 20.9 ± 4.9 (95% CI 20.3-21.5;P < 0.05) respectively. Conclusion: Our pharmacy students support the use of e-learning in pharmacy education, and seems prepared for the future technology moves in education. The colleges of pharmacies need to conduct further research on versatile innovative models such as virtual learning/artificial intelligence that fits with their students' perspectives.
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Objective: The objective of this study was to determine the effect of a live 14-week mindfulness elective course on the well-being of doctor of pharmacy students in an accelerated program.Methods: Pharmacy students enrolled in a mindfulness elective participated in weekly class sessions that included an eight-week mindfulness program geared towards emerging adults. Eight weekly reflections were assigned to students and evaluated using the Text iQ text-analysis tool in Qualtrics. Using ANOVA, investigators analyzed the Text iQ-assigned sentiment scores to detect differences in the tone of student reflections over time.Results: Twenty-four students were enrolled in this elective and 22 students submitted complete reflections for evaluation. Mean sentiment scores and the percentage of responses in sentiment score categories (very positive and positive, mixed and neutral, very negative and negative) for these reflections showed statistically significant differences between weeks.Conclusion: The tone of student reflections was more positive after these students learned and incorporated mindfulness practice into their accelerated Doctor of Pharmacy curriculum.
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Background: Globally, the coronavirus disease-19 (COVID-19) pandemic has had a devastating psychological impact on people, especially the healthcare workers/students, in many different community settings. Limited research has been reported on the mental health issue of healthcare students in Vietnam. Objective(s): This study investigated and quantified depression, anxiety, and psychological distress levels among healthcare students, with an emphasis on comparing those studying pharmacy to students in other healthcare-related disciplines, in Vietnam during the COVID-19 pandemic. Method(s): A cross-sectional study recruited 2246 respondents between September 7 and October 7, 2021, in which 230 were pharmacy students with a mean age of 20.0 +/- 1.6 years and most of them had a low COVID-19 fear level. The standardized Patient Health Questionnaire-4 (PHQ-4) scale, consisting of two subscales of PHQ-2 and Generalized Anxiety Disorder-2 (GAD-2), was utilized for the screening of depression and anxiety levels. Result(s): Pharmacy students scored significantly higher on the PHQ-4 psychological distress measure than non-pharmacy students (mean 2.23 vs. 1.90, p = 0.039). Compared to non-pharmacy students, pharmacy students had higher rates of anxiety (10.4% vs. 6.5%, p = 0.028). Conclusion(s): The prevalence of anxiety was higher among pharmacy students in comparison to non-pharmacy students. These findings present a need to recognize and conduct early intervention measures for mental health problems in healthcare students, especially pharmacy students, during recovery from the COVID-19 pandemic.Copyright © 2022 Pharmacotherapy Publications, Inc.
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Objective: The objective of this study was to determine the knowledge, attitude, and practice towards the Novel Coronavirus Disease 2019 (COVID-19) and its vaccines among pharmacy students in Turkey. Material(s) and Method(s): A cross-sectional study was conducted among pharmacy students aged 18 years and older. Data collected from April 27 to June 27, 2022, via an online self-reporting questionnaire developed and validated by the investigators. Descriptive statistics were performed to determine potentially associated factors with knowledge, attitudes, and practices scores of the students. Result and Discussion: Among the pharmacy students, the majority was female (72.6%) and mean +/- standard deviation of age was 23.17 +/- 3.27 years. The mean +/- standard deviation of knowledge, attitude and practice scores were 8.25 +/- 1.27, 7.47 +/- 2.95., and 7.20 +/- 2.14, respectively. A statistically significant association was found between students who received higher knowledge scores and being a senior student or a students from governmental universities. In general, students had good knowledge and practices about COVID-19 pandemic and vaccines. However, their attitudes towards COVID-19 pandemic and vaccines was poor. These findinds were found to be similar to those health care students from other countriesCopyright © 2023 Authors. All rights reserved.
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Introduction: For the academic year 2020-21, during the COVID-19 pandemic, the point-of-care testing devices and clinical skills practical sessions for first year undergraduate pharmacy students, were converted to a blended learning approach, combining traditional in person laboratory practical training with pre-laboratory synchronous remote sessions. The practical sessions consisted of 1) three two-hour synchronous pre-laboratory sessions for all the class held using Zoom, and 2) three two-hour in person laboratory sessions for each student held in groups of three students. The in-person laboratory sessions covered: Urinalysis and blood glucose monitoring, Blood pressure, lipid profile and obesity measurements, and Injection techniques. The aim was to evaluate student perception of practical sessions delivered using a blended learning approach. Method(s): A self-administered questionnaire was developed and validated by an eight-member expert panel consisting of pharmacy academics and pharmacy students in other course years. The questionnaire consists of Likert-type questions (1-Strongly Disagree to 5-Strongly Agree). The questionnaire was disseminated electronically to all (N = 24) first year undergraduate pharmacy students at the completion of the sessions. Result(s): Nineteen students (13 female, age range 18 - 21 years) completed the questionnaire. The majority of students gave positive feedback (score of 4 or 5) about the blended learning approach adopted: 'Allowed me to review material covered in the remote sessions on the virtual learning environment as often as necessary and at my own pace to help me prepare for the in-person laboratory sessions' (n = 18), 'helped me to participate more in the in-person sessions' (n = 18), 'provided me with opportunities to pursue my own learning' (n = 16), and 'stimulated critical-thinking' (n = 14). Sixteen students recommended continuation of the blended learning approach for such practical sessions. Conclusion(s): Students had a positive perception of practical sessions delivered using a blended learning approach and reported that the remote sessions supported the in-person sessions.
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Introduction: The Annual Pharmacy Symposium organised by the Department of Pharmacy, University of Malta, Malta, brings together academic staff, undergraduate and postgraduate students, collaborators and stakeholders to discuss outcomes of student research projects as oral and poster presentations. The 2021 Pharmacy Symposium was held online for the first time via the Zoom platform due to restrictions brought about by the COVID-19 pandemic. The aim was to evaluate student perception of the remote modality used. Method(s): A self-administered questionnaire was distributed to students who attended the symposium at the end of the four-day symposium. Students were asked to rate on a five-point Likert scale from 'strongly agree' to 'strongly disagree' with regards to remote environment used and appreciation of the transmission of scientific information in the presentations. Result(s): Out of 370 students who attended the symposium, 19% (n = 72) completed the questionnaire. Forty-four students were female, and the ages of the students ranged from 18 to 51 years. The majority of students (n = 46) were undergraduate students. The majority of students gave positive feedback (scores of 4 or 5) about the symposium: 71 students felt the virtual symposium was well organised, 69 students agreed that the platform used was appropriate, 66 students agreed that the quality of research presented was of a high standard and 57 students agreed that presentations were understandable and stimulating. Fifty-five students felt that the duration of the oral sessions was appropriate, 40 students enjoyed visiting the virtual poster gallery and 38 students found it easy to access the virtual poster gallery. Conclusion(s): The virtual pharmacy research symposium was positively evaluated by students indicating that it is a suitable forum to support students in developing competencies in research dissemination and to appreciate ongoing research by other students.
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Introduction: The COVID-19 pandemic forced changes in the teaching methodologies, in both university and high school studies. After this unusual period, in the present course 21-22 the success of the first course pharmacy students of Salamanca University has been strikingly lower than in previous years. These unexpected and undesirable results make it necessary to analyse the academic yield trend of the students in the last years. Method(s): The study was based on the statistics provided by the USAL's grading management programme. The results of the first term corresponding to the last five years, from the course 2017-2018 to the actual 2021-22, were analysed. Result(s): During the first four years of the analysed period, the failure mean value remains nearly constant around the value of 37%. It is worthy to note that this period includes the 20-21 course in which master classes and a main part of the laboratory ones were online, due to COVID-19 pandemic. However, in the present course and despite the return to total face to face teaching, the rate of fails significantly increases to 48%. The university access exam taken by these students has been reviewed in order to make it easier to overcome the difficulties in trying to cover all topics included in the different subjects. These, apparently unreasonable results, could be due to deficiencies in the academic background of the incoming students. Conclusion(s): Two years after the COVID-19 pandemic enduced academic changes, a high increase in the failure percentage has been observed in the first course pharmacy students of Salamanca University. Strategies, such as an initial course, seem to be necessary to be promoted from the faculty, in order to reinforce the background knowledge of the students;which, in turn, will increase the success academic rate of the graduates in the faculty.
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Introduction: Synchronous lectures tend to be used as the prevalent method of online instruction, irrespective of notable differences and obvious limitations when compared to their in-person delivery. Study aim was to assess students' perspective on online lectures held during the emergency remote teaching (ERT) shift due to the COVID-19 pandemic. Method(s): Students were invited to take part in online survey related to their experience with ERT. Survey included 25 items related to: satisfaction (14 items), motivation (three items), interaction with peers and lecturers (four items), and perceived challenges (four items). A 5-point Likert scale was employed. Statistical analysis was performed using the SPSS software. Result(s): A total of 387 students participated in the survey. The majority of respondents (79.3%) were junior students. Among the respondents, 72.6% reported no previous experience with online learning. Although a relatively high level of satisfaction was reported (mean score 3.91 +/- 0.75), challenges were also scored relatively high (3.05 +/- 0.99), while interaction was scored somewhat lower (2.98 +/- 0.73), and the lowest mean score was observed for motivation (2.73 +/- 0.58). Students reported having trouble maintaining motivation, concentration and focus during online lectures, which usually took many hours per day. Interaction with peers was reported as unsatisfactory (2.48 +/- 1.46), whereas it was more feasible with lecturers (3.24 +/- 1.42). Students were quite satisfied with the ability to organise their time flexibly (71.4%), and with the workload (54.5%), while they were less convinced that online sessions provided enough opportunities to reflect on what was learnt (50.1% agree, 25.1% neither agree nor disagree). Conclusion(s): The results obtained indicate that students are somewhat hesitant with respect to online lectures as the main mode of instruction. Lectures, generally, place students in a passive role, which is further increased in online delivery. In order to support students' engagement and success, online lectures should be combined with more active instructional strategies.
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Introduction: Objective Structured Clinical Examination (OSCE) allows simulation of the interaction between the pharmacist (or the pharmacy student) and the patient in a community pharmacy or at a hospital setting. Hence, OSCE is nowadays considered the gold-standard for competency-based assessments in clinical disciplines such as Pharmacy. As a result of the pandemic situation, conventional face to face OSCE presents with challenges related to health and safety. Accordingly, alternative clinical competence assessments with similar objectives and standards for pharmacy students were designed. Method(s): OSCE was conducted during the academic year 2020-21 for fifth-year students after the completion of six months of practical rotations. Students completed an exam with five stations consisting of two face-to-face stations with simulated standardised patients and three online stations developed through the online learning platform Blackboard, each one with a duration of five minutes. The stations tested student knowledge, patient counselling and communication and acquisition of technical and/or clinical skills. Result(s): A total of 49 fifth-year students and ten examiners were involved in this OSCE hybrid format. The analysis of results showed that the best average grade was obtained at live stations. Comparing the results with previous conventional OSCEs (before pandemic) shows higher average grades for the hybrid OSCE celebrated in 2020-21. Amongst the participants in the hybrid OSCE, 33% of them preferred the online stations. Conclusion(s): During the COVID-19 pandemic, online stations have been implemented in OSCE as an opportunity to assess clinical skills in pharmacy students. The online version was effective for evaluating knowledge. However, there were limitations in the assessment of some specific skills such as communication.
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Introduction: The COVID-19 pandemic caused a paradigm shift in the way study material was presented and how learning was assessed at the Faculty of Pharmaceutical Science in Iceland. The pandemic resulted in an unplanned shift from classical on-site lectures and problem-based learning to online activities through Teams, Zoom, Canvas, and other platforms (hereafter collectively termed eLearning). The way forward, post-pandemic, has been under discussion. Within this context, the aim of this study was to explore the students' view regarding what platform of teaching would benefit their learning environment in the future. Method(s): A survey was sent to all registered pharmacy students using Google Forms. Participation was voluntary and anonymous. Result(s): The response rate was 25.8% (n = 55). Majority of students (96%) either partially or fully agreed that access to lectures (streaming lectures or pre-recordings) improved during the pandemic compared to pre-pandemic. Students were asked if they had a good overview of their education when it comprised of both on-site and eLearning (on a scale of 0 - 10, with 10 being a complete overview), 69% of students gave an overview score of 7 or above, showing that this combination was not problematic in terms of oversight. When asked what combination of on-site and eLearning would be most beneficial for their education moving forward, nearly 75% of students preferred to have the main focus on eLearning with some on-site activities. Only 9% of students preferred to have all lectures and learning activities on-site, whilst 14% of students preferred to have all learning via eLearning platforms. Conclusion(s): It is evident, from the students' point of view, that eLearning will become an integral part of the future learning environment at the Faculty of Pharmaceutical Science, University of Iceland. Most students appreciate face-to face discussions and problem-based activities to some extent, so a combination of eLearning and on-site activities will be the way forward beyond the pandemic.
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Background: The coronavirus disease 19 (COVID-19) imposed dramatic changes on pharmacy education. On-campus educational activities were suspended and transformed into online learning. Several studies reported experiences with online learning, yet few evaluated overall student acceptance and achievement of online learning. Objective: This study aimed to explore the benefits, barriers, pharmacy student learning achievement, and their recommendation towards an online learning model. Methods: A survey was conducted among 1,658 pharmacy students from 28 provinces in Indonesia using an online questionnaire that passed validity and reliability testing. Descriptive analyses were conducted subsequently. Results: Of the total sample, 85% viewed that online learning was the compelling option to continue education due to the COVID-19 travel restriction. Poor internet connectivity was the most relevant hurdle reported by two-thirds of respondents. Learning achievement was negatively affected, as the majority reported poor ability to understand the course material from lectures and laboratory practicum. In addition, the lack of class engagement was evident as students and lecturers were not prepared and adapted for virtual interaction. Conclusion: Online learning is a feasible method in the short term as it is practical and prevents COVID-19???s spread. However, this may be problematic in the longer term since it has negatively affected students??? overall performance. Some improvements can be undertaken, such as creating an engaging discussion during virtual teaching in combination with investments in better internet networks and computer access.
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Description: Increasingly, pharmacy services are provided using telehealth-based modalities. This paper describes a pharmacy skills course that utilised telehealth principles to train students on the technical and communications skills necessary for the ambulatory care setting. Zoom breakout rooms, electronic health records, YouTube video vignettes, and teaching assistants portraying patients/physicians simulated a telehealth-based ambulatory care setting. Evaluation: Five quizzes and six written assignments were utilised to measure student's knowledge and skills. At the end of the course, students were evaluated through a three-station objective structured clinical exam (OSCE). Students also completed a pre/post attitudes survey. Result(s): Overall, students performed well on various assessments including quizzes and written assignments. The majority of the students performed well on the OSCE. Significant improvement was noted on all items in the attitudes survey. Conclusion(s): This study suggests that a telehealth training model can be effective in teaching pharmacy students both the technical and communication skills necessary for practice in the ambulatory care setting. Copyright © 2021 FIP.
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Background: The new coronavirus disease (COVID-19) has impacted many aspects of life. Several studies have investigated the effect of this pandemic on academic activities. Yet, no studies addressed the impact of COVID-19 on students in Sudan. This study examines the impact of COVID-19 on Sudanese undergraduate pharmacy students. Method(s): A cross-sectional study was conducted using an online questionnaire delivered to undergraduate pharmacy students. Result(s): A total of 137 students responded to the survey. The majority were female (74.5%) and were students in private colleges (60.6%). Majority of the students (95.0%) were affected by COVID-19 crisis and about half of the respondents (54.0%) were depressed and 85.4% reported a decreased level of concentration. In spite of these challenges, majority of our respondents were still motivated (85.3%) to continue their education on campus. Conclusion(s): Despite unprecedented challenges posed by the COVID-19 pandemic, pharmacy students in Sudan are motivated to continue their studies, and they want the traditional teaching model to resume. It is time to invest more in education and rethink delivery of pharmacy education in Sudan during public health emergencies. There is no better time than now. Copyright © 2020, International Pharmaceutical Federation. All rights reserved.
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Introduction: During the COVID-19 pandemic, clinical sites have closed their doors to student placements, leading to the implementation of remote rotations. The purpose was to determine best practices for distance preceptorship from the student's perspective. Method(s): A survey was sent to the pharmacy students at the Leslie Dan Faculty of Pharmacy who have completed at least one remote rotation. Result(s): Forty-eight out of 121 students (39%) completed the survey. It was found that 83% of the students were motivated during the start of their rotations, while 48% remained motivated throughout. Students who remained motivated had clear expectations set from the beginning, felt comfortable communicating issues regarding their assigned work with their preceptor, had similar rapport with remote preceptors as with in-person preceptors, had a preceptor who is always available for questions, and had a work environment free of distractions. Discussion(s):There are numerous best practices students and preceptors can utilise during a remote rotation to help students remain motivated. Preceptors and students should work together so that students remain motivated throughout their rotation. Setting expectations, having good communication, getting to know their preceptor, and having a work environment free of distractions are key factors for conducting a remote rotation. Copyright © 2020 FIP.
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The COVID-19 pandemic has transformed the way pharmacy students experience education. Some of these transformations may persist long after the disease abates. In normal circumstances, incoming pharmacy students would be enjoying on-campus university life and/or professional instruction for the very first time. Final year students would be focused on making the practice transition needed for entry to practice. Pandemic-related modifications have changed both of these experiences. The following is a commentary by two pharmacy students reflecting on this-what has been missed, what has been learned, what has been contributed, and what (we hope) happens next. Copyright © 2020, International Pharmaceutical Federation. All rights reserved.
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This case study describes the adaptation of a small group interactive course, originally designed to prepare student pharmacists for an international Advanced Pharmacy Practice Experience (APPE), to a hybrid virtual course designed to prepare students to work across cultures and in many different professional environments. As the uncertainty of the COVID-19 pandemic impacted planned international experiences, a strategic pivot in delivery and content was necessary. The course content was changed to enhance student skills in cross cultural communication and humility, working through conflict, personal emotion regulation, and appropriately engaging with other cultures. Copyright © 2020, International Pharmaceutical Federation. All rights reserved.
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Final year pharmacy students were asked to prepare and post an online questionnaire about COVID-19 to evaluate the knowledge, attitude and practice of the Egyptian people in relation to the pandemic. Each student, using Google Forms, distributed the questionnaire. By giving a unique code to every student, the course team were able to track the activities and responses received to each questionnaire. All students were given one week to gather as many responses as possible. Responses were then filtered for any duplications by the course team. Each student was given the responses connected to their own code to work on and analyse. Finally, every student was asked to present their data as a PowerPoint presentation and comment on their results. Copyright © 2020 FIP.
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The coronavirus 2019 (COVID-19) pandemic has led to national lockdowns in multiple states. The education system, including pharmacy education, has been negatively affected by the subsequent closure of universities. Many institutions have resorted to virtual learning, which work best in settings with fast, stable internet connections and where electricity is readily available. In resource-limited settings, popular virtual interaction platforms like Zoom may not work, and educators have to devise novel ways to continue teaching. The University of Zimbabwe used innovative mobile phone-based processes to ensure continuation of the final-year pharmacy students' honours research projects, supervision, and timely submission. This facilitated rapid communication between students and professors and allowed effective guidance for the students' research process. All students completed their projects;13 out of 16 submitted their write-ups within the deadline;all students passed, 69% scored an upper second (2.1) grade or better, indicating the high quality of the majority of the research projects. Copyright © 2020 FIP.