Contributions of a blended learning based on peer evaluation for teaching drug-drug interactions to undergraduate pharmacy students

Autor: Jacques Monteil, Serge Bailly, Christelle Pouget, Marie-Laure Laroche, Roland Lawson, Nicolas Picard, J.-J. Moreau, Hélène Géniaux, Catherine Fagnère
Přispěvatelé: Département de pharmacologie [Limoges], Institut National de la Santé et de la Recherche Médicale (INSERM)-Faculté de Pharmacie [Limoges], Université de Limoges (UNILIM)-Université de Limoges (UNILIM), Faculté de Pharmacie [Limoges], Université de Limoges (UNILIM), Centre régional de pharmacovigilance, de pharmaco-épidémiologie et d'information sur les médicaments [Limoges], CHU Limoges, Service commun d'ingénierie pédagogique - UL Community [Limoges], Département de chimie organique et thérapeutique [Limoges], Faculté de Médecine [Limoges], Département Universitaire d'Enseignement Numérique en Santé [Limoges] (DUENES), The region Nouvelle Aquitaine and the University of Limoges support this work., Bodescot, Myriam
Jazyk: angličtina
Rok vydání: 2019
Předmět:
Male
Drug-Related Side Effects and Adverse Reactions
media_common.quotation_subject
Drug-drug interaction
education
Adverse drug reaction
[SDV.NEU.PC] Life Sciences [q-bio]/Neurons and Cognition [q-bio.NC]/Psychology and behavior
lcsh:Medicine
Pharmacy
Final examination
Peer Group
Education
Peer-evaluation
03 medical and health sciences
Presentation
0302 clinical medicine
Moodle
Humans
Learning
Drug Interactions
030212 general & internal medicine
Peer evaluation
media_common
lcsh:LC8-6691
Medical education
lcsh:Special aspects of education
Health professionals
[SDV.NEU.PC]Life Sciences [q-bio]/Neurons and Cognition [q-bio.NC]/Psychology and behavior
business.industry
Teaching
4. Education
lcsh:R
05 social sciences
050301 education
General Medicine
Blended learning
Students
Pharmacy
Education
Pharmacy
[SDV.SP.PHARMA] Life Sciences [q-bio]/Pharmaceutical sciences/Pharmacology
[SDV.SP.PHARMA]Life Sciences [q-bio]/Pharmaceutical sciences/Pharmacology
Female
Clinical case
business
Psychology
0503 education
Research Article
Zdroj: BMC Medical Education
BMC Medical Education, BioMed Central, 2019, 19 (1), pp.426. ⟨10.1186/s12909-019-1867-5⟩
BMC Medical Education, Vol 19, Iss 1, Pp 1-8 (2019)
ISSN: 1472-6920
Popis: Background Numerous studies have pointed out the need for better training of healthcare professionals in drug-drug interactions management in order to minimize adverse drugs reactions impacts on patients. The aim of this study was to evaluate the benefits of a blended learning strategy based on peer evaluation (PE) for teaching drug-drug interactions to undergraduate pharmacy students. Methods Third-year pharmacy students (n = 72) from the University of Limoges were involved in a hybrid teaching using the Moodle platform (2.9 version). After the theoretical lectures, an online activity was proposed to students. Each student submitted a report addressing a clinical case for peer evaluation. Students evaluated the pedagogical approach using an online survey. Quantitative benefits were assessed from students randomly assigned into two groups: PE in pharmacodynamics items (PE-PD) or PE in pharmacokinetics items (PE-PK). During this activity, three marks were given: one from peers for their evaluation work and two from teachers for oral group presentation of the clinical cases and for the final written examination. Statistics were performed using two-tailed unpaired t-test and significance was set for p Results Only a few students (n = 14, 20.6%) were aware of the peer evaluation principle and even less, only one student (n = 1, 1.5%), had already encountered it. Students considered that they benefited from this evaluation (n = 65, 95.6%); from their work being reviewed (n = 62, 91.2%) and that they participated in improving their classmates understanding (n = 59, 86.8%). Peers’ allocated marks were similar in the two PE groups (PE-PD = 17.4 ± 1.4; PE-PK = 17.3 ± 1.4). Teachers’ marks for oral presentation were significantly lower for pharmacodynamics than for pharmacokinetics items (PE-PD = 15.2 ± 1.2; PE-PK = 16.1 ± 2.1; p Conclusions Besides the fact that a major short-term quantitative improvement was not detected, our teaching approach was qualified as being a positive and stimulating learning tool by students.
Databáze: OpenAIRE
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