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Pharmacy educator evaluation of web-based learning.

Alex N Isaacs1, Alison M Walton2, Jasmine D Gonzalvo1,3

  • 1Department of Pharmacy Practice, Purdue University College of Pharmacy, West Lafayette, Indiana, USA.

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Web-based learning (WBL) in pharmacy education enhances student clinical knowledge and teaching efficiency. Educators using WBL found it valuable for reinforcing knowledge and reducing instruction time, encouraging its future use.

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Area of Science:

  • Pharmacy Education
  • Digital Learning Technologies

Background:

  • Web-based learning (WBL) is underutilized by clinical pharmacy educators.
  • A gap exists in the literature regarding WBL's application in pharmacy clinical education.

Purpose of the Study:

  • To evaluate a web-based learning initiative within clinical pharmacy education.
  • To assess the adoption and impact of WBL among pharmacy educators.

Main Methods:

  • Developed 10 asynchronous WBL modules (videos, interactive cases) for pharmacy students and educators.
  • Administered a 21-item electronic survey to 69 clinical pharmacy educators in acute and primary care settings.

Main Results:

  • 38% of educators encouraged WBL; lack of awareness (48%) and time constraints (33%) were barriers.
  • Educators using WBL reported enhanced student clinical knowledge (87%) and reduced direct instruction time (68%).
  • All educators using WBL would encourage its future use.

Conclusions:

  • WBL initiatives are perceived by clinical pharmacy educators to strengthen student clinical foundations.
  • WBL serves as a valuable tool for augmenting clinical experiences and reinforcing student knowledge.
  • WBL effectively minimizes direct instruction time while enhancing learning outcomes.