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Published on: May 31, 2012
Evaluating the Effects of Flexible Learning about Aseptic Compounding on First-year Students in a Pharmacy Skills
Michael W Neville1, Russ Palmer1, Deborah Elder1
1University of Georgia College of Pharmacy. Athens, Georgia.
Objective:
To evaluate how flexible learning via online video review affects the ability and confidence of first-year (P1) pharmacy students to accurately compound aseptic preparations.
Design:
Customary instructions and assignments for aseptic compounding were provided to students, who were given unlimited access to 5 short review videos in addition to customary instruction. Student self-confidence was assessed online, and faculty members evaluated students' aseptic technique at the conclusion of the semester.
Assessment:
No significant difference on final assessment scores was observed between those who viewed videos and those who did not. Student self-confidence scores increased significantly from baseline, but were not significantly higher for those who viewed videos than for those who did not.
Conclusion:
First-year students performed well on final aseptic compounding assessments, and those who viewed videos had a slight advantage. Student self-confidence improved over the semester regardless of whether or not students accessed review videos.
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