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Effectiveness of E-learning in pharmacy education.

Sandra M Salter1, Ajay Karia1, Frank M Sanfilippo2

  • 1School of Medicine and Pharmacology, The University of Western Australia, Crawley, Australia.

American Journal of Pharmaceutical Education
|May 23, 2014
PubMed
Summary

E-learning in pharmacy education effectively boosts knowledge and is well-accepted by learners. However, evidence for improving skills, practice, or long-term knowledge retention is limited, requiring further research.

Keywords:
Internetcomputer instructione-learningknowledge assessmentpharmacy education

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Area of Science:

  • Pharmacy Education
  • E-learning Pedagogy
  • Educational Technology

Background:

  • E-learning has become a significant pedagogy in pharmacy education over the last 20 years.
  • There is a growing demand for e-learning opportunities due to perceived educational and individual benefits.
  • Evaluating the effectiveness of e-learning programs is crucial.

Purpose of the Study:

  • To systematically review the literature on e-learning effectiveness studies in pharmacy education.
  • To describe the various measures used to assess e-learning effectiveness.
  • To synthesize the existing evidence based on these effectiveness measures.

Main Methods:

  • Systematic literature review.
  • Examination of the quality of existing e-learning effectiveness studies in pharmacy.
  • Analysis and synthesis of data on different effectiveness measures.

Main Results:

  • E-learning in pharmacy education is effective in increasing knowledge acquisition.
  • E-learning is a highly acceptable instructional format for both pharmacists and pharmacy students.
  • Limited evidence exists to support the effectiveness of e-learning in improving practical skills or professional practice.
  • No evidence currently supports the long-term effectiveness of e-learning for knowledge retention.

Conclusions:

  • E-learning is an effective tool for knowledge enhancement and is well-received in pharmacy education.
  • Further research, including long-term follow-up studies, is necessary to assess sustained knowledge retention.
  • Translational research is needed to evaluate the impact of e-learning on patient outcomes and organizational levels.