A novel online platform promotes asynchronous class preparation and thought transparency.

Area of Science:

• Pharmacy Education
• Educational Technology
• Student Engagement

Background:

• Self-directed learning and preparation for pharmacy therapeutics courses present engagement challenges.
• Novel digital tools are being explored to enhance student preparation and collaboration.

Purpose of the Study:

• To evaluate student perceptions of a web-based program, Practice Improvement using Virtual Online Training (PIVOT), as a preparatory tool.
• To assess the utility of PIVOT in fostering self-directed learning and group collaboration in a pharmacy curriculum.

Main Methods:

• Students utilized the PIVOT platform for pre-class assignments involving patient information and question responses.
• A semi-structured case discussion followed the PIVOT activity.
• Pre- and post-activity online surveys were administered to gather student feedback.

Main Results:

• 110 students completed surveys, with 73% finding viewing/comparing answers useful and 51% citing enforced and asynchronous preparation as beneficial.
• Negative aspects included group work (42%) and organizing patient information (32%).
• Over half preferred not to use PIVOT for preparation, yet 41% supported its integration into therapeutics courses.

Conclusions:

• Integrating PIVOT into pharmacy therapeutics courses yielded mixed student perceptions.
• Identified benefits align with self-directed learning goals, while drawbacks reflect real-world practice challenges.
• Further implementation in alternative learning contexts may enhance student acceptance of PIVOT.