Evaluation of a pilot e-learning primary health care skills training program for pharmacists

被引：8

作者：

Farrell, Barbara ^{[1
,2
,3
,4
,5
]}

Jennings, Brad ^{[6
]}

Ward, Natalie ^{[7
]}

Marks, Pia Zeni ^{[6
]}

Kennie, Natalie ^{[8
,9
]}

Dolovich, Lisa ^{[10
,11
]}

Jorgenson, Derek ^{[12
]}

Jones, Caitlin ^{[2
,3
,5
]}

Gubbels, Ashley ^{[2
,3
,5
]}

机构：

[1] Bruyere Continuing Care, Pharm Dept, Ottawa, ON, Canada

[2] Bruyere Res Inst, Ottawa, ON, Canada

[3] CT Lamont Primary Hlth Care Res Ctr, Ottawa, ON, Canada

[4] Univ Ottawa, Dept Family Med, Ottawa, ON, Canada

[5] Univ Waterloo, Sch Pharm, Waterloo, ON, Canada

[6] Univ Waterloo, Ctr Extended Learning, Waterloo, ON, Canada

[7] Univ Ottawa, Dept Sociol & Anthropol, Ottawa, ON, Canada

[8] Summerville Family Hlth Team, Mississauga, ON, Canada

[9] Univ Toronto, Dept Family & Community Med, Toronto, ON, Canada

[10] McMaster Univ, Dept Family Med, Hamilton, ON, Canada

[11] St Josephs Healthcare Hamilton, Ctr Evaluat Med, Hamilton, ON, Canada

[12] Univ Saskatchewan, Coll Pharm & Nutr, Saskatoon, SK, Canada

来源：

CURRENTS IN PHARMACY TEACHING AND LEARNING | 2013年 / 5卷 / 06期

关键词：

Continuous professional development; Pharmacy education; Online learning;

D O I：

10.1016/j.cptl.2013.07.005

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Objectives: The ADapting pharmacists' skills and Approaches to maximize Patient's drug Therapy effectiveness (ADAPT) online education program was developed using a cognitive apprenticeship model to enable practice change in interprofessional patient-focused care. The content included videos, case vignettes, real-world practice activities, and discussion boards. The evaluation objectives included assessing participant satisfaction, program effect on perception of importance of performing skills, confidence in performing skills, reported learning, aspects contributing to learning, and reported use of new skills. Methods: Mixed evaluation included qualitative (e.g discussion boards and open-ended survey questions) and quantitative data (e.g., Likert-type scale). Analysis used immersion/crystallization in a convergent parallel approach. Results: More than 83% of respondents indicated high or very high satisfaction with most modules; there was less satisfaction with the "Orientation" and "Making Decisions" modules. More than 60% of respondents indicated increased perception of importance of skills and more than 68% felt increased confidence in performing skills. Qualitative results substantiated these findings and indicated gains in knowledge of skills and intention to change practice, providing many examples of initial behavior changes (e.g., incorporating a systemic approach to medication assessment). Conclusion: The results speak of the effectiveness of using a cognitive apprenticeship model for adult professional learners. Expert demonstration, authentic activities that utilize new skills, and peer support, promoted satisfaction, prompted learning and facilitated behavior change. Systematic assessment of qualitative program materials and quantitative survey data provides a robust approach to program evaluation. (C) 2013 Elsevier Inc. All rights reserved.

引用

页码：580 / 592

页数：13