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Novel teaching resources for the European Open Platform for Prescribing Education (EurOP2E) - a nominal group technique study
European Journal of Clinical Pharmacology ; 78:S14-S15, 2022.
Article in English | EMBASE | ID: covidwho-1955950
ABSTRACT

Introduction:

The European Open Platform for Prescribing Education (EurOP2E) aims to improve and harmonize European clinical pharmacology and therapeutics education by facilitating international collaboration and sharing open educational resources. The COVID-19 pandemic has forced teachers to switch to online teaching, highlighting the need for high-quality online teaching materials.

Objectives:

The goal of this study was to establish the resources needed to sustain prescribing education during the pandemic and thereafter.

Methods:

A nominal group technique study was conducted with prescribing teachers from several European countries and combined with thematic analysis.

Results:

In four meetings, 20 teachers from 15 countries ranked 35 teaching materials. Ten themes were identified prescribing scenarios;interactivity & gamification;re-usable materials;online case discussions;practical aspects of prescribing;teaching the teacher;knowledge multimedia;topical issues;personalized & evidence-based prescribing;and essential formularies.

Conclusion:

By making teaching materials related to the learning outcomes of CPT, format of teaching and resource and faculty development openly available, EurOP2E will help to make high-quality prescribing education available to all. The role of the platform will range from facilitating collaboration to educating the teachers and/or providing ready-touse teaching materials.
Keywords

Full text: Available Collection: Databases of international organizations Database: EMBASE Language: English Journal: European Journal of Clinical Pharmacology Year: 2022 Document Type: Article

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Full text: Available Collection: Databases of international organizations Database: EMBASE Language: English Journal: European Journal of Clinical Pharmacology Year: 2022 Document Type: Article