Open AccessDesign and implementation of online patient-facing experiences for an integrated pharmacy programme
Author(s) -
Theo Ryan,
Eimear Ní Sheachnasaigh,
Sheila A. Ryder
Publication year - 2021
Publication title -
pharmacy education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.198
H-Index - 17
eISSN - 1477-2701
pISSN - 1560-2214
DOI - 10.46542/pe.2020.202.160164
Subject(s) - pharmacy , covid-19 , medical education , online learning , class (philosophy) , pharmacy education , online discussion , pandemic , perception , medicine , psychology , nursing , pharmacy practice , multimedia , computer science , world wide web , disease , pathology , artificial intelligence , neuroscience , infectious disease (medical specialty)
Objectives: This report describes the design and ongoing implementation of online patient-facing experiences within an undergraduate pharmacy programme, redesigned from classroom activities due to the SARS CoV-2 (COVID-19) pandemic. Methods: Two patient-facing experiences were pre-recorded for sharing with students online in the academic year 2020-21. Live webinars with the patients will accommodate questions and answers. Aligned case-based workshops have been redesigned from in-class activities to online workshops. Stufflebeam’s CIPP model of evaluation has been employed as an overall framework of evaluation. Roddy’s ‘four pillars’ for student success in online teaching were used to evaluate the online component. The perspectives of two participating patients regarding the online experience were obtained through semi-structured telephone interviews using suggested discussion themes. Results: Classroom-based patient-facing experiences in both cardiology and diabetes have been redesigned for an online format. Potential problems and resolutions were identified against the ‘four pillars’ to support students. Evaluation of patients' perspectives highlighted their motivations for participation and the importance patients place on pharmacists’ communication skills. Student perceptions of all components will be evaluated through anonymous online surveys upon roll-out. Conclusion: The COVID-19 pandemic has necessitated pedagogical modifications. The educational benefits of patient-facing experiences can continue through online activities, while protecting vulnerable groups.