| Autor: |
Havrda, Dawn E., Crannage, Andrew J., Bingham, Angela L., Cook, Kristen M., Hamblin, Susan E., Lloyd, Andie E., May, J. Russell, Merlo, Jessica R., Miller, Kaely G., Spivey, Christina A. |
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| Zdroj: |
JACCP: Journal of the American College of Clinical Pharmacy; Jul2024, Vol. 7 Issue 7, p670-676, 7p |
| Abstrakt: |
This commentary provides an overview of the current literature and best practices for online learning and assessment within the didactic curriculum of pharmacy education, building on the 2022 ACCP commentary addressing remote experiential learning. Lessons learned from online delivery of curricula and best practices for programs to create the optimal online learning environment for students are reviewed. Although benefits of online learning have been found, such as flexibility, convenience, and efficient use of time, with similar short‐term student performance, the potential long‐term implications on pharmacy students are not fully known, particularly concerning board pass rates, job attainment, and knowledge/skills application in the workplace. This commentary reviews and recommends the types of teaching modalities that align best with an online format for knowledge acquisition and student satisfaction. The most challenging part of didactic curricula to teach remotely is skills development. Proficiency in skills (e.g., compounding preparations or physical assessment) is best evaluated in person to promote student self‐confidence in pharmacy practice and patient care. This commentary reviews the needed components for designing quality online courses, all in the context of remembering the significance of instructor engagement. The commentary also discusses the importance of bidirectional feedback for the instructor and student and the deliberate use of formative assessments of learning to gauge student performance. A review of online summative and high‐stakes assessments is included with a focus on ensuring academic integrity while also minimizing any impact on student performance and anxiety. As pharmacy education has learned from the experiences with the COVID‐19 transition to online learning, consideration should be given to best practices regarding when and how to use online modalities to teach students and foster student learning. Regardless of the format, courses should engage the student and instructor and be evaluated routinely to promote achievement of learning outcomes. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
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