PharmAdhere: training German community pharmacists with Objective Structured Clinical Examinations (original) (raw)
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e-Learning in Continuing Pharmacy Education is effective and just as accepted as on-site learning
Pharmacy Education
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Developing and validating a tool for assessment of pharmacist prescribers' consultations
Family Practice, 2010
Objective To investigate the challenges experienced by pharmacists in delivering supplementary prescribing (SP) services, to explore their perceptions of benefits of SP and to obtain feedback on both SP training and implementation. Method A postal questionnaire focusing on prescribing training, early experiences of prescribing and general demographics was sent in September to November 2005 to all SP pharmacists (n = 488) in Great Britain after excluding a pilot sample (n = 30). The biggest benefits and challenges of SP, and reasons for not practising SP, were identified. Responses to a general open question were content analysed for major themes. Key findings A total of 401 responses (82.2%) was received; 195 (48.6%) had started practising SP of which 154 (79%) had written at least one prescription. This paper focuses primarily on perceived benefits and challenges to the implementation of SP, and the responses to the open question. Better patient management (n = 58; 29.7%) was identified as the main benefit of SP and inadequate funding (n = 27; 13.8%) as the biggest challenge in delivering SP service. The main reasons for not commencing SP were: no organisational recognition of SP (n = 37; 18%); lack of funding (n = 33; 16%); non-availability of prescription pads (n = 22; 10.7%), and change of jobs (n = 18; 8.7%). The comments to the open question (n = 145; 36.2%) were regarding: SP training; perceived benefits of SP; and barriers to SP. Respondents highlighted the need for greater emphasis on clinical skills development as part of the SP course. Conclusion Despite optimism among SP pharmacists, the need for support in terms of infrastructure and integration into the healthcare team has been identified. Our findings also inform the need for modifications in the structure, content and delivery of the prescribing course for pharmacists. Greater publicity of pharmacists' roles in medication management, support from the medical profession and healthcare organisations, and high standards by early practitioners are warranted for the success of SP by pharmacists.
British Medical Journal, 2020
Objectives: to assess the acceptability and feasibility of using a theory-based electronic learning intervention designed to support appropriate antibiotic prescribing by nurse and pharmacist independent prescribers for patients presenting with common, acute, uncomplicated self-limiting respiratory tract infections (RTIs). Design: Experimental with mixed methods; preintervention and postintervention online surveys and semistructured interviews. Setting: Primary care settings across the UK. Participants: 11 nurse and 4 pharmacist prescribers. Intervention: A theory-based brief interactive animation electronic learning activity comprised a consultation scenario by a prescriber with an adult presenting with a common, acute, uncomplicated self-limiting RTI to support a ‘no antibiotic prescribing strategy’. Outcome measures: Recruitment, response and attrition rates were assessed. The overall usefulness of the intervention was assessed by analysing prescribers’ self-reported confidence and knowledge in treating patients with RTIs before and after undertaking the intervention, and views on the relevance of the intervention to their work. Acceptability of the intervention was assessed in semistructured interviews. The feasibility of data collection methods was assessed by recording the number of study components completed by prescribers. Results: 15 prescribers (maximum sample size) consented and completed all four stages of the study. Prescribers reported high to very high levels of confidence and knowledge preintervention and postintervention, with slight postintervention increases in communicating with patients and a slight reduction in building rapport. Qualitative findings supported quantitative findings; prescribers were reassured of their own practice which in turn increased their confidence and knowledge in consultations. The information in the intervention was not new to prescribers but was applicable and useful to consolidate learning and enable self-reflection. Completing the e-learning intervention was acceptable to prescribers. Conclusions It was feasible to conduct the study. The intervention was acceptable and useful to prescribers. Future work will add complex clinical content in the intervention before conducting a full trial.
The International journal of pharmacy practice, 2016
A key element of the implementation and ongoing use of an electronic prescribing (ePrescribing) system is ensuring that users are, and remain, sufficiently trained to use the system. Studies have suggested that insufficient training is associated with suboptimal use. However, it is not clear from these studies how clinicians are trained to use ePrescribing systems or the effectiveness of different approaches. We sought to describe the various approaches used to train qualified prescribers on ePrescribing systems and to identify whether users were educated about the pitfalls and challenges of using these systems. We performed a literature review, using a systematic approach across three large databases: Cumulative Index Nursing and Allied Health Literature, Embase and Medline were searched for relevant English language articles. Articles that explored the training of qualified prescribers on ePrescribing systems in a hospital setting were included. Our search of 'all training'...
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Australian Journal of Rural Health, 2007
The process evaluation findings and key issues from a trial of the effectiveness and national applicability of a national online educational curriculum for pharmacist preceptors are presented. Design: A multi-method triangulated research design was used to elicit qualitative and quantitative data preceptors. The data collection method involved an anonymous questionnaire with both quantitative components and open-ended qualitative responses. Setting: An online education program for preceptors of Australian pharmacy students in rural areas. Participants: Rural pharmacists in the three states were invited to trial the package and participate in the associated research/evaluation project.
Pharmacy Education, 2018
Introduction: Non-prescription medications are increasingly used all over the world and therefore pharmacists should be able to counsel the patients on their proper uses and safety. Pharmacy students take courses in this area and given its importance; teaching innovations and different methods are used by schools and institutions. The present study was designed to compare the effectiveness of different delivery methods of the knowledge of non-prescription drugs. Methods This interventional study was conducted with pharmacy students of University of Medical Sciences in the year of 2015-16. In this study, topics were divided into three groups, (lecture-based, electronic teaching and blended approach). At the beginning and end of each session, pre and post-tests were performed and the students took a final exam at the end of the semester. The mean difference of the final exam scores of topics taught by each method was compared. Also, the possible improvements of the students' post...
Development and evaluation of an integrated pharmaceutical education system
International Journal of Medical Informatics, 2004
There is increasing evidence that patient safety can be improved by the introduction of an integrated computer-based medical care system in hospital settings. In this paper, we describe an integrated pharmaceutical information system (IPIS) in which a patient's profile including his/her medication records and prescriptions are collected from physician order entry systems and pharmaceutical systems along with the history of patient care in the hospital. Based on an individual patient's profile the IPIS can provide pharmaceutical education information specifically to meet the patient's needs. The IPIS has been developed and installed at Taipei Medical University Wanfang Hospital (TMUWFH) since July 2002. Evaluation of the system showed that it can help patients to effectively acquire drug information. This enables them to have a much better understanding of the pharmacological properties of the medicines they are taking, including adverse drug reactions and side-effects. In our opinion the system has the potential to improve both patient safety and treatment outcomes.
Pharmacy World & Science, 2008
Objective To investigate the challenges experienced by pharmacists in delivering supplementary prescribing (SP) services, to explore their perceptions of benefits of SP and to obtain feedback on both SP training and implementation. Method A postal questionnaire focusing on prescribing training, early experiences of prescribing and general demographics was sent in September to November 2005 to all SP pharmacists (n = 488) in Great Britain after excluding a pilot sample (n = 30). The biggest benefits and challenges of SP, and reasons for not practising SP, were identified. Responses to a general open question were content analysed for major themes. Key findings A total of 401 responses (82.2%) was received; 195 (48.6%) had started practising SP of which 154 (79%) had written at least one prescription. This paper focuses primarily on perceived benefits and challenges to the implementation of SP, and the responses to the open question. Better patient management (n = 58; 29.7%) was identified as the main benefit of SP and inadequate funding (n = 27; 13.8%) as the biggest challenge in delivering SP service. The main reasons for not commencing SP were: no organisational recognition of SP (n = 37; 18%); lack of funding (n = 33; 16%); non-availability of prescription pads (n = 22; 10.7%), and change of jobs (n = 18; 8.7%). The comments to the open question (n = 145; 36.2%) were regarding: SP training; perceived benefits of SP; and barriers to SP. Respondents highlighted the need for greater emphasis on clinical skills development as part of the SP course. Conclusion Despite optimism among SP pharmacists, the need for support in terms of infrastructure and integration into the healthcare team has been identified. Our findings also inform the need for modifications in the structure, content and delivery of the prescribing course for pharmacists. Greater publicity of pharmacists' roles in medication management, support from the medical profession and healthcare organisations, and high standards by early practitioners are warranted for the success of SP by pharmacists.
THE 4TH INTERNATIONAL SEMINAR ON CHEMICAL EDUCATION (ISCE) 2021
The objective structured clinical examination (OSCE) has been implemented as an assessment of pharmacist education. It can measure the ability of pharmacist students both structurally and objectively. But since the pandemic of Covid-19, the implementation of OSCE must be switched into an online method. Therefore, this study was aimed to evaluate the implementation of the first online OSCE for students in the pre-registered pharmacist program of the Department of Pharmacy UII, especially in pharmacy management course. It focused on the drug management cycle including selection, procurement, distribution, and use. Using the same competencies as the offline method, the online OSCE was designed and applied to apothecary student batch 37. It covers information and data collection, defining and solving the problem, and professionalism. The student and the examiner were met online via Zoom platform and mediated by Google Classroom for submitting the worksheet. There were five stations (selection and procurement, drug reception, distribution, drug storage, documentation, and report) that must be completed for each student with a duration of 10 minutes per station. The examiner evaluated student's performance based on the rubric to assure objectivity. To evaluate the effectiveness of online OSCE, the student's mark of batch 37 was compared to batch 36 that used an offline method. Based on the result, the final score of batches 36 was higher than 37, 82.33 versus 70.72 respectively (p<0.05, CI: 7.21±16.01). Technical problems on the online method such as devices, internet connection, and data plan have been strongly impacted on student's performance during OSCE. Moreover, the IT skill of students also took effect on stations that require documentation or report using worksheets. In conclusion, many obstacles in the first online OSCE implementation reduced the final mark of students. A comprehensive effort on enhancing student's readiness for online learning and system adjustment on online OSCE is important for further implementation.