REVIEW: Impact of the educational technology use in undergraduate pharmacy teaching and learning – A systematic review
DOI:
https://doi.org/10.46542/pe.2021.211.159168Keywords:
Educational technology, Learning experience, Pharmacy teaching, Systematic review, UndergraduateAbstract
Background: Educational technology has been increasingly used in recent years in pharmacy education. Its benefit on teaching and learning as well as its intention of use should be determined.
Aims: To understand the technological approaches used in pharmacy education, and the impact of each approach on teaching and learning.
Method: Four databases (PubMed, EMBASE, PsycINFO and ERIC) were searched to identify studies that described the use of technology in undergraduate pharmacy teaching and learning.
Results: Thirty-four papers met the inclusion criteria. Majority of the studies (59%) used simulation technologies adopting a situated learning approach to complement or enhance teaching and learning. Most of the studies reported change in two or more concepts of the Kirkpatrick’s model, namely Reaction, Learning, and Behaviour, indicating improvement in learning experience, engagement, and performance.
Conclusion: Educational technology with design features aligned with effective pedagogical theories seemed more likely to produce positive student outcomes.
References
Al-Dahir, S., Bryant, K., Kennedy, K. B., & Robinson, D. S. (2014). Online virtual-patient cases versus traditional problem-based learning in advanced pharmacy practice experience. American Journal of Pharmaceutical Education, 78, 76. https://doi.org/10.5688/ajpe78476
Alsharif, N. Z., & Henriksen, B. (2009). Electronic integration of prerequisite course content. American Journal of Pharmaceutical Education, 73, 150. https://doi.org/10.5688/aj7308150
Ambroziak, K., Ibrahim, N., Marshall, V. D., & Kelling, S. E. (2018). Virtual simulation to personalize student learning in a required pharmacy course. Currents in Pharmacy Teaching and Learning, 10, 750-756. https://doi.org/10.1016/j.cptl.2018.03.017
Barnett, S. G., Gallimore, C. E., Pitterle, M., & Morrill, J. (2016). Impact of a paper vs virtual simulated patient case on student-perceived confidence and engagement. American Journal of Pharmaceutical Education, 80, 16. https://doi.org/10.5688/ajpe80116
Benedict, N. (2010). Virtual patients and problem-based learning in advanced therapeutics. American Journal of Pharmaceutical Education, 74, 143. https://doi.org/10.5688/aj7408143
Benedict, N., Schonder, K., & McGee, J. (2013). Promotion of self-directed learning using virtual patient case. American Journal of Pharmaceutical Education, 77, 151. https://doi.org/10.5688/ajpe777151
Berger, J., Bawab, N., De Mooij, J., Widmer, D. S., Szilas, N., De Vriese, C., et al. (2018). An open randomized controlled study comparing an online text-based scenario and a serious game by Belgian and Swiss pharmacy students. Currents in Pharmacy Teaching and Learning, 10, 267-276. https://doi.org/10.1016/j.cptl.2017.11.002
Bernaitis, N., Baumann-Birkbeck, L., Alcorn, S., Powell, M., Arora, D., & Anoopkumar-Dukie, S. (2018). Simulated patient cases using DecisionSimTM improves student performance and satisfaction in pharmacotherapeutics education. Currents in Pharmacy Teaching and Learning, 10, 730-735. https://doi.org/10.1016/j.cptl.2018.03.020
Bindoff, I., Ling, T., Bereznicki, L., Westbury, J., Chalmers, L., Peterson, G., et al. (2014). A computer simulation of community pharmacy practice for educational use. American Journal of Pharmaceutical Education, 78, 168. https://doi.org/10.5688/ajpe789168
Boeker, M., Andel, P., Vach, W., & Frankenschmidt, A. (2013). Game-based e-learning is more effective than a conventional instructional method: a randomized controlled trial with third-year medical students. PLOS ONE, 8, e82328. https://doi.org/10.1371/journal.pone.0082328
Bryant, J. E., & Richard, C. A. H. (2017). Pharmacy students’ use and perceptions of Apple mobile devices incorporated into a basic health science laboratory. Currents in Pharmacy Teaching and Learning, 9, 78-93. https://doi.org/10.1016/j.cptl.2016.08.044
Cain, J., & Fox, B. I. (2009). Web 2.0 and pharmacy education. American Journal of Pharmaceutical Education, 73, 120. https://doi.org/10.5688/aj7307120
Cavaco, A. M., & Madeira, F. (2012). European pharmacy students’ experience with virtual patient technology. American Journal of Pharmaceutical Education, 76, 106. https://doi.org/10.5688/ajpe766106
Coyne, L., Takemoto, J. K., Parmentier, B. L., Merritt, T., & Sharpton, R. A. (2018). Exploring virtual reality as a platform for distance team-based learning. Currents in Pharmacy Teaching and Learning, 10, 1384-1390. https://doi.org/10.1016/j.cptl.2018.07.005
Crouch, M. A. (2009). An advanced cardiovascular pharmacotherapy course blending online and face to-face instruction. American Journal of Pharmacy Education, 73, 51. https://doi.org/10.5688/aj730351
Ezeala, C. C., Ram, A. A., & Vulakouvaki, N. (2013). Learning gain of pharmacy students after introducing guided inquiry learning with computer simulation in a pharmacology class in Fiji. Journal of Educational Evaluation for Health Professions, 10, 9. https://doi.org/10.3352/jeehp.2013.10.9
Ferrone, M., Kebodeaux, C., Fitzgerald, J., & Holle, L. (2017). Implementation of a virtual dispensing simulator to support US pharmacy education. Currents in Pharmacy Teaching and Learning, 9, 511-520. https://doi.org/10.1016/j.cptl.2017.03.018
Flowers, S. K., Vanderbush, R. E., Hastings, J. K., & West, D. (2010). Web-based multimedia vignettes in advanced community pharmacy practice experiences. American Journal of Pharmacy Education, 74, 39. https://doi.org/10.5688/aj740339
Gustafsson, M., Englund, C., & Gallego, G. (2017). The description and evaluation of virtual worlds in clinical pharmacy education in Northern Sweden. Currents in Pharmacy Teaching and Learning, 9, 887-892. https://doi.org/10.1016/j.cptl.2017.06.002
Hall, S., Grant, G., Arora, D., Karaksha, A., McFarland, A., Lohning, A., et al. (2017). A pilot study assessing the value of 3D printed molecular modeling tools for pharmacy student education. Currents in Pharmacy Teaching and Learning, 9, 723-728. https://doi.org/10.1016/j.cptl.2017.03.029
Harrap, N., Usman, S., McLaughlin, C., Orwell, S., Harris, S. A., Ling, V., et al. (2016). Using a blended approach to support calculation skills of pharmacy students. Pharmacy Education, 16, 189-198
Hatala, R., Cook, D. A., Zendejas, B., Hamstra, S. J., & Brydges, R. (2014). Feedback for simulation-based procedural skills training: a meta-analysis and critical narrative synthesis. Advance in Health Sciences Education: Theory and Practice, 19, 251-272. https://doi.org/10.1007/s10459-013-9462-8
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77, 81-112. https://doi.org/10.3102/003465430298487
Henriksen, B., & Roche, V. (2012). Creation of medicinal chemistry learning communities through enhanced technology and interdisciplinary collaboration. American Journal of Pharmaceutical Education, 76, 158. https://doi.org/10.5688/ajpe768158
Jonassen, D. (1999). Designing for constructivist learning environments. In C. M. Reigeluth (Ed.), Instructional-design theories and models: A new paradigm of instructional theory. New Jersey: Lawrence Erlbaum Associates
Jones, J. S., Tincher, L., Odeng-Out, E., & Herdman, M. (2015). An educational board game to assist PharmD students in learning autonomic nervous system pharmacology. American Journal of Pharmaceutical Education, 79, 114. https://doi.org/10.5688/ajpe798114
Kirkpatrick, D. (1996). Great ideas revisited: revisiting Kirkpatrick’s four-level model. Training and Development, 50, 54-60
Kurono, S., Hanya, M., Kamei, H., & Hasegawa, Y. (2015). Evaluation of a web-based curriculum resource “DocCom” by pharmacy students’ self-assessment. Pharmacy Education, 15, 99-104
Lean, Q. Y., Ming, L. C., Wong, Y. Y., Neoh, C. F., Farooqui, M., & Muhsain, S. N. F. (2018). Validation of online learning in pharmacy education: effectiveness and student insight. Pharmacy Education, 18, 135-142
Lee, C. Y. (2020). How to improve the effectiveness of blended learning of pharmacology and pharmacotherapy? A case study in pharmacy program. Technology, Knowledge and Learning, 25, 977-988. https://doi.org/10.1007/s10758-020-09447-5
Lee, C. Y., & Sen, A. (2018). Students voice in their learning: incorporating students’ expectations in learning design of e-learning of pharmacotherapy. International Journal of Learning and Teaching, 4, 203-208
Lee, C. Y., White, P. J., & Malone, D. T. (2018). Online educational games improve the learning of cardiac pharmacology in undergraduate pharmacy teaching. Pharmacy Education, 18, 298-302
Marriott, J., Styles, K., & McDowell, J. (2012). The Pharmville community: a curriculum resource platform integrating context and theory. American Journal of Pharmaceutical Education, 76, 178. https://doi.org/10.5688/ajpe769178
Mattsson, S., Sjöström, H., & Englund, C. (2016). Using a virtual tablet machine to improve student understanding of the complex processes involved in tablet manufacturing. American Journal of Pharmaceutical Education, 80, 87. https://doi.org/10.5688/ajpe80587
McLaughlin, J. E., Gharkholonarehe, N., Khanova, J., Deyo, Z. M., & Rodgers, J. E. (2015). The impact of blended learning on student performance in a cardiovascular pharmacotherapy course. American Journal of Pharmaceutical Education, 79, 24. https://doi.org/10.5688/ajpe79224
Menendez, E., Balisa-Rocha, B., Jabbur-Lopes, M., Costa, W., Nascimento, J. R., Dósea, M., et al. (2015). Using a virtual patient system for the teaching of pharmaceutical care. International Journal of Medical Informatics, 84, 640-646. https://doi.org/10.1016/j.ijmedinf.2015.05.015
Nazar, H., Omer, U., Nazar, Z., & Husband, A. (2018). A study to investigate the impact of a blended learning teaching approach to teach pharmacy law. International Journal of Pharmacy Practice. https://doi.org/10.1111/ijpp.12503
Reinhold, J., Pontiggia, L., Angeles, M., & Earl, G. (2010). Web-based instruction on substance abuse and drug diversion. American Journal of Pharmaceutical Education, 74, 57. https://doi.org/10.5688/aj740457
Richardson, A., Bracegirdle, L., McLachlan, S. I. H., & Chapman, S. R. (2013). Use of a three-dimensional virtual environment to teach drug-receptor interactions. American Journal of Pharmaceutical Education, 77, 11. https://doi.org/10.5688/ajpe77111
Salter, S. M., Karia, A., Sanfilippo, F. M., & Clifford, R. M. (2014). Effectiveness of e-learning in pharmacy education. American Journal of Pharmaceutical Education, 78, 83. https://doi.org/10.5688/ajpe78483
Smith, M. A., Siemianowski, L. A., & Benedict, N. (2016). Virtual patient case sharing across two schools of pharmacy. American Journal of Pharmaceutical Education, 80, 153. https://doi.org/10.5688/ajpe809153
Springer, J. A., Iannotti, N. V., Kane, M. D., Haynes, K., & Sprague, J. E. (2011). Pharmacogenomics training using an instructional software system. American Journal of Pharmaceutical Education, 75, 32. https://doi.org/10.5688/ajpe75232
Taglieri, C. A., Crosby, S. J., Zimmerman, K., Schneider, T., & Patel, D. K. (2017). Evaluation of the use of a virtual patient on student competence and confidence in performing simulated clinic visits. American Journal of Pharmaceutical Education, 81, 87. https://doi.org/10.5688/ajpe81587
The New London Group. (1996). A pedagogy of multiliteracies: Designing social future. Harvard Educational Review, 66, 60-92. https://doi.org/10.17763/haer.66.1.17370n67v22j160u
Zlotos, L., Kayne, L., Thompson, I., Kane, K. A., & Boyter, A. (2010). A web-based tool for teaching pharmacy practice competency. American Journal of Pharmaceutical Education, 74, 27. https://doi.org/10.5688/aj740227
Zlotos, L., Thompson, I. D., & Boyter, A. C. (2015). Integration of an online simulated prescription analysis into undergraduate pharmacy teaching using supplemental and replacement models. American Journal of Pharmaceutical Education, 79, 37. https://doi.org/10.5688/ajpe79337
