Leon Zlotos1, Ian D Thompson2, Anne C Boyter2. 1. University of Strathclyde Institute of Pharmacy & Biomedical Sciences, Glasgow, Scotland ; NHS Education for Scotland, Glasgow, Scotland. 2. University of Strathclyde Institute of Pharmacy & Biomedical Sciences, Glasgow, Scotland.
Abstract
OBJECTIVE: To describe student use and perceptions of online simulated prescription analysis following integration of supplemental and replacement models into pharmacy practice teaching. METHODS: Strathclyde Computerized Randomized Interactive Prescription Tutor (SCRIPT) is a simulated prescription analysis tool designed to support a pharmacy practice competency class. In 2008-2009, SCRIPT scenarios were released to coincide with timetabled teaching as the supplemental model. In 2009-2010, SCRIPT also replaced one-sixth of the taught component of the class as the replacement model. Student use and performance were compared, and their perceptions were documented. RESULTS: In both cohorts, the majority of use (over 70%) occurred immediately before assessments. Remote access decreased from 6409 (supplemental) to 3782 (replacement) attempts per 100 students. There was no difference in student performance between the cohorts, Students reported group and individual use and 4 targeted approaches using SCRIPT. CONCLUSION: E-learning can reduce the staff time in pharmacy practice teaching without affecting student performance. SCRIPT permits flexible learning that suits student preferences.
OBJECTIVE: To describe student use and perceptions of online simulated prescription analysis following integration of supplemental and replacement models into pharmacy practice teaching. METHODS:Strathclyde Computerized Randomized Interactive Prescription Tutor (SCRIPT) is a simulated prescription analysis tool designed to support a pharmacy practice competency class. In 2008-2009, SCRIPT scenarios were released to coincide with timetabled teaching as the supplemental model. In 2009-2010, SCRIPT also replaced one-sixth of the taught component of the class as the replacement model. Student use and performance were compared, and their perceptions were documented. RESULTS: In both cohorts, the majority of use (over 70%) occurred immediately before assessments. Remote access decreased from 6409 (supplemental) to 3782 (replacement) attempts per 100 students. There was no difference in student performance between the cohorts, Students reported group and individual use and 4 targeted approaches using SCRIPT. CONCLUSION: E-learning can reduce the staff time in pharmacy practice teaching without affecting student performance. SCRIPT permits flexible learning that suits student preferences.
Authors: David A Cook; Anthony J Levinson; Sarah Garside; Denise M Dupras; Patricia J Erwin; Victor M Montori Journal: Acad Med Date: 2010-05 Impact factor: 6.893
Authors: Inge Hege; Veronica Ropp; Martin Adler; Katja Radon; Gerald Mäsch; Harold Lyon; Martin R Fischer Journal: Med Teach Date: 2007-10 Impact factor: 3.650
Authors: S E O Khogali; D A Davies; P T Donnan; A Gray; R M Harden; J McDonald; M J Pippard; S D Pringle; N Yu Journal: Med Teach Date: 2011 Impact factor: 3.650
Authors: David A Cook; Anthony J Levinson; Sarah Garside; Denise M Dupras; Patricia J Erwin; Victor M Montori Journal: JAMA Date: 2008-09-10 Impact factor: 56.272
Authors: Michiel J Bakkum; Jelle Tichelaar; Anne Wellink; Milan C Richir; Michiel A van Agtmael Journal: Clin Pharmacol Ther Date: 2019-07-29 Impact factor: 6.875