Students’ perspectives of the use of scenario-based videos for studying pharmacy law
Keywords:Pharmacy Law, Educational Videos, Animated Videos, Scenario-based Videos, Technology in Teaching
Background: Living in a ‘digital-era’, it is important to introduce new technological formats to support student learning.
Objective: This study aims to investigate participation in, perceived usefulness of, and future opportunities for animated videos.
Method: Using Videoscribe software, nine animated, scenario-based videos on pharmacy law topics were created during a summer internship, and then made available to second year Master of Pharmacy (M.Pharm.) students (n=135). Questionnaires and interviews were used to assess the objective.
Results: Seventy-nine percent (n=82/104) had watched at least one video with 59% (n=48) watching all nine. All videos ranked over 4 out of 5 for usefulness. Students (82%, n=73/89) intended to use the videos for revision and 98% (n=86/88) agreed the content was relevant for learning. Interviews showed that students mainly used the videos as ‘quick revision tools’.
Conclusion: Animated videos are well received for supporting learning content and revision. Creating additional videos and resources for students should be further explored to increase understanding.
Ahmed, R. (2015). Evaluation Of The Peer Assisted Learning Scheme For Second Year Pharmacy Practice Students. Kingston: Kingston University. Available at: https://dissertations.kingston.ac.uk/7597/1/RAHMED_ RANA_project_final_version.pdf. Accessed 23rd April, 2018
Appelbe, G. & Wingfield, J. (2014). Dale and Appelbe’s Pharmacy and Medicines Law. 10th ed. London: Pharmaceutical Press.
Barford, J. & Weston, C. (1997). The use of video as a teaching resource in a new university. British Journal of Educational Technology, 28(1), 40–50. doi:http:// dx.doi.org/10.1111/1467-8535.00005
Brame, C.J. (2015). Effective Educational Videos. Vanderbuilt University Center for Teaching: 1–8. Available at: http://cft.vanderbilt.edu/guides-sub-pages/ effective-educational-videos/. Accessed 27th November, 2017
Gallagher, C.T. (2011). Building on Bloom : A Paradigm for Teaching
Pharmacy Law and Ethics from the UK. Currents in Pharmacy Teaching & Learning, 3(1), 71–76. doi: http://dx.doi.org/10.1016/j.cptl.2010.10.002
Guo, P.J., Juho, K. & Rob, R. (2014). How Video Production Affects Student Engagement: An Empirical Study of MOOC Videos. doi: http://dx.doi.org/ 10.1145/2556325.2566239
Kingston University. (2018). Equality, Diversity and Inclusion Annual Report 2018 Data Tables. Available at: http://cdn.kingston.ac.uk/documents/aboutkingston university/equality-diversity-and-inclusion/documents/ equality-data-tables-2018.pdf. Accessed 23rd April, 2018
Lam, P., McNaught, C., Lee, J. & Chan. M. (2014). Disciplinary Difference in Students’ Use of Technology, Experience in Using E-Learning Strategies and Perceptions towards E-Learning. Computers and Education, 73, 111–20. doi: http://dx.doi.org/10.1016/ j.compedu.2013.12.015
Micallef, R. & Slater, N. (2017). Increasing student engagement in pharmacy law. New Directions in the Teaching of Physical Sciences, 12(1), 2051-3615
Park, H.L. & Shrewsbury, R.P. (2016). Student Evaluation of Online Pharmaceutical Compounding Videos. American Journal of Pharmaceutical Education, 80(2), 30. Available at: http://www.ncbi.nlm.nih.gov/ pmc/articles/PMC4827581/. Accessed 23rd April, 2018
Stolte, S.K., Richard, C., Rahman, A. & Kidd, R.S. (2011). Student Pharmacists’ Use and Perceived Impact of Educational Technologies. American Journal of Pharmaceutical Education, 75(5), 1–6. doi: http:// doi.org/10.5688/ajpe75592