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Exploring pharmacy students' interest in digital badges.

Therese I Poirier1, Logan Weis2

  • 1Southern Illinois University Edwardsville, School of Pharmacy, Edwardsville, IL 62025, United States.

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|April 2, 2021
PubMed
Summary
This summary is machine-generated.

Pharmacy students perceive digital badges as valuable for recognition, motivation, and learning. Both intrinsic and extrinsic motivators influenced their likelihood to pursue digital badges, with leadership and community engagement being top choices.

Keywords:
ChallengesDigital badgesMotivating factorsPharmacy studentsValue perceptions

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Area of Science:

  • Pharmacy Education
  • Digital Skills Documentation

Background:

  • Co-curricular activities often lack formal skill documentation.
  • Digital badging offers a potential solution for recognizing non-traditional learning.

Purpose of the Study:

  • To examine pharmacy students' perceptions of digital badging.
  • To assess the perceived value, motivators, and challenges associated with digital badges.

Main Methods:

  • An online survey was administered to 1st, 2nd, and 3rd-year pharmacy students.
  • Data collected included student demographics, perceived values, motivating factors (intrinsic/extrinsic), and challenges.
  • Statistical analyses identified associations with the likelihood to pursue a digital badge.

Main Results:

  • A majority of students (n=116) saw value in digital badges for recognition, motivation, and learning.
  • Both intrinsic and extrinsic motivators significantly predicted the likelihood of pursuing a digital badge.
  • Challenges did not significantly explain variations in pursuit likelihood; leadership and community engagement were desired badge types.

Conclusions:

  • Digital badges can effectively differentiate student skills developed in co-curricular settings.
  • Further research and evaluation are needed to establish best practices for implementing digital badging in pharmacy education.