The catalyst for change in teaching and assessing virtual laboratory skills.

Autor: Anksorus HN; University of North Carolina at Chapel Hill, Eshelman School of Pharmacy, 1318 Kerr Hall, CB# 7574, Chapel Hill, NC 27599, United States. Electronic address: hanksoru@email.unc.edu., Bradley CL; High Point University, Fred Wilson School of Pharmacy, One University Parkway 4016, Congdon Hall, High Point, NC 27268, United States. Electronic address: cbradley@highpoint.edu., VanLangen KM; Ferris State University, College of Pharmacy, 25 Michigan, Ste 7000, Grand Rapids, MI 49503, United States. Electronic address: KaliVanLangen@ferris.edu., Renfro CP; University of Tennessee Health Science Center College of Pharmacy, 881 Madison Avenue, Rm 217, Memphis, TN 38163, United States. Electronic address: crenfro@uthsc.edu., Mingura ML; Marshall B. Ketchum University, College of Pharmacy, 2575 Yorba Linda Blvd., CA 92831, United States. Electronic address: Mmingura@ketchum.edu., Sourial M; Palm Beach Atlantic University, Lloyd L. Gregory School of Pharmacy, 901 S Flagler Drive, Gregory Hall 335, West Palm Beach, FL 33401, United States. Electronic address: mariette_sourial@pba.edu.
Jazyk: angličtina
Zdroj: Currents in pharmacy teaching & learning [Curr Pharm Teach Learn] 2021 Dec; Vol. 13 (12), pp. 1550-1554. Date of Electronic Publication: 2021 Oct 07.
DOI: 10.1016/j.cptl.2021.09.026
Abstrakt: Introduction: Historically, pharmacy skills laboratory courses have primarily been delivered utilizing in-person instruction; however, changes in methods of healthcare delivery serve as a catalyst to consider best practices for virtual learning in the skills laboratory setting.
Perspective: Shifting to a virtual delivery method is valuable for future curriculum and course development. Three specific delivery methods including flipped classroom, virtual formative simulations, and telehealth objective structured clinical examinations, provide examples of the opportunities and challenges instructors may encounter when shifting delivery methods. Furthermore, the examples illuminate the need to deliberately incorporate virtual technology into pharmacy skills laboratory courses to ensure students are practice-ready for the changing methods of delivery in the healthcare environment.
Implications: Skills laboratory instructors and students must reimagine how patient care skills can be taught and assessed. It is imperative to reassess priorities and adapt skills-based courses to incorporate the virtual learning environment to prepare student pharmacists for future practice.
(Copyright © 2021 Elsevier Inc. All rights reserved.)
Databáze: MEDLINE
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