1/12/2023

PHARMACY EDUCATION IN THE

DIGITAL AGE
Cathy Eichler, PharmD
PGY1 Pharmacy Resident

OBJECTIVES

Understand the effects of technology on pharmacy practice and education

Review various methods of teaching

Evaluate the trade-offs of utilizing technology with different teaching methods

the strategies for implementing technology into experiential setting to optimize

Discuss learning

1
 1/12/2023

BACKGROUND

 Cambridge English Dictionary:

DIGITAL AGE  “the present time, in which many things are done
by computer and large amounts of information are available
because of computer technology”

Digital age. Cambridge Dictionary. Accessed Sept. 20, 2022. https://dictionary.cambridge.org/dictionary/english/digital-age

2
 1/12/2023

 Cambridge English Dictionary:

 “the use of scientific knowledge or processes in business,
TECHNOLOGY industry, manufacturing, etc.”
 “a particular method by which science is used for practical
purposes”

Technology. Cambridge Dictionary. Accessed Sept. 23, 2022. https://dictionary.cambridge.org/us/dictionary/english/technology

How have
innovations in
technology changed
your practice?

3
 1/12/2023

TECHNOLOGY CHANGES IN PRACTICE

ASHP Annual National Survey of Pharmacy Practice in Hospital Settings
Automated Used in 22% of 70% of US
dispensing cabinets
in patient care
US hospitals in hospitals in
areas: 2002 2017

Computerized data Used in 43.4%

mining to identify
patients in need of
of US hospitals
monitoring: in 2016

Bedside bar code

reconciliation by Used in 1.5% 92.6% of US
nurses for of US hospitals hospitals in
medication in 2002 2016
administration:

Schneider PJ. The Impact of Technology on Safe Medicines Use and Pharmacy Practice in the US. Front Pharmacol. 2018 Nov 20;9:1361. doi: 10.3389/fphar.2018.01361.

IMPACT ON PRACTICE

Streamlines preparation and dispensing processes

• Increases time availability for pharmacists to complete more clinical tasks

• Prescription verification
• Medication therapy management

Increases medication safety

More opportunities to work with other healthcare providers to better

medication utilization

Schneider PJ. The Impact of Technology on Safe Medicines Use and Pharmacy Practice in the US. Front Pharmacol. 2018 Nov 20;9:1361. doi: 10.3389/fphar.2018.01361.

4
 1/12/2023

 People born starting in 1995/1997

GEN Z STUDENTS  Oldest members of Gen Z currently 25-27 years old

View technology as
a tool to learn,
collaborate, create,
and share
Value opportunities
Greater experience
to apply knowledge
with technology at
and develop skills
home and in
for their future
primary education
careers

Themes
of Gen Z
students

Isaacs AN, Scott SA, Nisly SA. Move out of Z way Millennials. Curr Pharm Teach Learn. 2020 Dec;12(12):1387-1389. doi: 10.1016/j.cptl.2020.07.002..

10

5
 1/12/2023

11

TEACHING METHODS

12

6
 1/12/2023

UMBRELLA TERMS

• Emphasis on content, objectives, and teacher’s actions

Teacher-centered or • Students take a more passive role
Content-focused • More likely to utilize memorization of information

• Focus is on students’ participation and development of

knowledge
Active learning or • Teachers facilitate activities to encourage students taking an
active role in learning
Student-centered • Assessments utilized for measuring progress on objectives
• Fosters increased retention of information and development of
analytic thought

Kaartinen-Koutaniemi, M, Katajavuori, N. Enhancing the development of pharmacy education by changing pharmacy teaching. Pharmacy Education. 2018;6(3).

13

EFFECTIVENESS OF ACTIVE LEARNING

The knowledge base included in pharmacy education continues to grow while
the semester lengths and class time cannot reasonably be adjusted
proportionally
• Increased need for new graduates to find, analyze, and apply new information

Associated with better exam performance by students compared to

traditional lecturing

Combining methods of teaching together may optimize learner

outcomes and the quality of learning experience

Stewart DW, Brown SD, Clavier CW, Wyatt J. Active-learning processes used in US pharmacy education. Am J Pharm Educ. 2011 May 10;75(4):68. doi: 10.5688/ajpe75468
Khalafalla FG, Alqaysi R. Blending team-based learning and game-based learning in pharmacy education. Curr Pharm Teach Learn. 2021 Aug;13(8):992-997. doi: 10.1016/j.cptl.2021.06.013.
Freeman S, Eddy SL, McDonough M, Smith MK, Okoroafor N, Jordt H, Wenderoth MP. Active learning increases student performance in science, engineering, and mathematics. Proc Natl Acad Sci U S A. 2014 Jun 10;111(23):8410-5. doi: 10.1073/pnas.1319030111.

14

7
 1/12/2023

SUB-METHODS

Team-based Game-based
E-learning
learning learning

Case-based Project-based Inquiry-base

learning learning learning

Simulation-
based learning

15

E-LEARNING

 Learning conducted through an online process

 Can take many forms
 Benefits:
 Flexibility in geography of teachers and students
 Potential limitations:
 Difficult to foster consistent engagement

Salter SM, Karia A, Sanfilippo FM, Clifford RM. Effectiveness of E-learning in pharmacy education. Am J Pharm Educ. 2014 May 15;78(4):83. doi: 10.5688/ajpe78483.

16

8
 1/12/2023

E-LEARNING

 Interactive modules, recorded or live lectures/presentations

 Beneficial to incorporate with other learning methods

Stewart DW, Brown SD, Clavier CW, Wyatt J. Active-learning processes used in US pharmacy education. Am J Pharm Educ. 2011 May 10;75(4):68. doi: 10.5688/ajpe75468.

17

TEAM-BASED LEARNING

 Organization
 Individual pre-class work, team activities while in meeting, de-brief with
facilitator
 Usually no knowledge assessment for individuals after activities
 Benefits:
 Fosters student engagement and the development of professional and
interpersonal, teamwork skills
 Potential limitations:
 Availability of multiple students
 Time limits

Khalafalla FG, Alqaysi R. Blending team-based learning and game-based learning in pharmacy education. Curr Pharm Teach Learn. 2021 Aug;13(8):992-997. doi: 10.1016/j.cptl.2021.06.013.

18

9
 1/12/2023

TEAM-BASED
LEARNING
 Often used in combination
with other learning methods
 Clinical cases, group topic
discussion, completion of
project, team-based learning
games (escape room), team-
based simulations

Khalafalla FG, Alqaysi R. Blending team-based learning and game-based learning in pharmacy education. Curr Pharm Teach Learn. 2021 Aug;13(8):992-997. doi: 10.1016/j.cptl.2021.06.013.

19

GAME-BASED LEARNING

 Low-stakes educational activities that are meaningful, engaging, and fun

 Benefits:
 Fosters social interaction and the development of comradery between students

 Potential Limitations:
 Can be difficult to balance fun with meaningful education

Khalafalla FG, Alqaysi R. Blending team-based learning and game-based learning in pharmacy education. Curr Pharm Teach Learn. 2021 Aug;13(8):992-997. doi: 10.1016/j.cptl.2021.06.013.

20

10
 1/12/2023

GAME-BASED LEARNING

 Kahoot question game, Jeopardy or Bingo review game, word puzzles, EMR
scavenger hunt

Khalafalla FG, Alqaysi R. Blending team-based learning and game-based learning in pharmacy education. Curr Pharm Teach Learn. 2021 Aug;13(8):992-997. doi: 10.1016/j.cptl.2021.06.013.

21

CASE-BASED LEARNING

 Exploration of patient cases by self-managed students

 The most utilized active learning method
 Organization:
 No additional information provided to students prior to receiving the case
 Facilitator only present to guide the process
 Benefits:
 Provides opportunity to apply information learned in a lecture environment
 Fosters development of problem-solving skills
 Potential limitations:
 Can be time-consuming to complete

Stewart DW, Brown SD, Clavier CW, Wyatt J. Active-learning processes used in US pharmacy education. Am J Pharm Educ. 2011 May 10;75(4):68. doi: 10.5688/ajpe75468

22

11
 1/12/2023

CASE-BASED
LEARNING
 Mock patient cases in didactic
lectures and small-group work
and real patient cases on
rotational experiences

Stewart DW, Brown SD, Clavier CW, Wyatt J. Active-learning processes used in US pharmacy education. Am J Pharm Educ. 2011 May 10;75(4):68. doi: 10.5688/ajpe75468

23

PROJECT-BASED LEARNING

 Student investigation, reflection, and communication within a clinical

practice topic
 High student autonomy, guidance provided by facilitator
 Benefits:
 Supports student curiosity and development of analysis and project
management skills
 Potential limitations:
 Requires student motivation and engagement

Goldman J, Kuper A, Baker GR, Bulmer B, Coffey M, Jeffs L, Shea C, Whitehead C, Shojania KG, Wong B. Experiential Learning in Project-Based Quality Improvement Education:
Questioning Assumptions and Identifying Future Directions. Acad Med. 2020 Nov;95(11):1745-1754. doi: 10.1097/ACM.0000000000003203.

24

12
 1/12/2023

PROJECT-BASED LEARNING

 Project can be of varying complexity – essay, proposal, topic discussion,

presentation, handout, concept map

Goldman J, Kuper A, Baker GR, Bulmer B, Coffey M, Jeffs L, Shea C, Whitehead C, Shojania KG, Wong B. Experiential Learning in Project-Based Quality Improvement Education:
Questioning Assumptions and Identifying Future Directions. Acad Med. 2020 Nov;95(11):1745-1754. doi: 10.1097/ACM.0000000000003203.

25

INQUIRY-BASED LEARNING

 Learner searches for answer to question posed by teacher, another

provider, etc.
 Benefit:
 Provides direct practice in searching for, applying, and communicating answers
to questions that arise
 Potential limitations:
 Can be time-consuming
 Learners can come to incorrect conclusion

Stewart DW, Brown SD, Clavier CW, Wyatt J. Active-learning processes used in US pharmacy education. Am J Pharm Educ. 2011 May 10;75(4):68. doi: 10.5688/ajpe75468

26

13
 1/12/2023

INQUIRY-BASED
LEARNING
 Drug information questions,
questions from
presentations or topic
discussions

Stewart DW, Brown SD, Clavier CW, Wyatt J. Active-learning processes used in US pharmacy education. Am J Pharm Educ. 2011 May 10;75(4):68. doi: 10.5688/ajpe75468

27

SIMULATION-BASED LEARNING

 Activities that represent actual, potential situations in practice

 Benefits:
 Allows for realistic practice in a controlled environment
 Helpful in preparation for experiential learning encounters
 Can be used for both teaching and assessment
 Potential limitations:
 Often requires significant planning and coordination between participating
parties
 Can be stress-inducing for students

Korayem GB, Alshaya OA, Kurdi SM, Alnajjar LI, Badr AF, Alfahed A, Cluntun A. Simulation-Based Education Implementation in Pharmacy Curriculum: A Review of the Current Status. Adv Med Educ Pract. 2022 Jul 1;13:649-660. doi: 10.2147/AMEP.S366724.

28

14
 1/12/2023

SIMULATION-BASED LEARNING

 Includes mannequins, role-play, standardized patients, computer-based systems,

virtual reality and gaming

Korayem GB, Alshaya OA, Kurdi SM, Alnajjar LI, Badr AF, Alfahed A, Cluntun A. Simulation-Based Education Implementation in Pharmacy Curriculum: A Review of the Current Status. Adv Med Educ Pract. 2022 Jul 1;13:649-660. doi: 10.2147/AMEP.S366724.

29

IMPLEMENTATION IN
EXPERIENTIAL LEARNING

30

15
 1/12/2023

What barrier(s) do
you most often run
into with
implementing
technology in
teaching?

31

BARRIERS TO TECHNOLOGY USE

Accessibility Barrier Experiential Barrier Motivational Barrier

Student access to EMR, instant The previous experience The level of motivation learners
messaging, video chatting, learners and teachers have with and teachers have for using
email technology technology in experiential
On-site versus remote access learning

Chalk. 6 Common Learning Barriers and How They Work. Accessed Sept. 28, 2022. https://www.chalk.com/resources/6-common-learning-barriers-and-how-to-overcome-them%ef%bf%bc/

32

16
 1/12/2023

MOST COMMON METHODS

Case- Inquiry- Project-

based based based

33

CASE-BASED LEARNING IN THE

EXPERIENTIAL SETTING
 Didactic – mock case
 All S/O information provided
 Singular answer
 Experiential – real patients
 Effective navigation of EMR required
 Often multiple “answers”
 Introduction of barriers, but also learning opportunities

34

17
 1/12/2023

DRUG INFORMATION TRAP

 Drug information skills:

 Anticipate the drug information needs of patients and fellow health care professionals
 Effectively search, analyze, and communicate scientific literature
 Create and maintain educational resources for patients and fellow health care
professionals
 Continued learning:
 Increasing number of drugs and scientific literature to stay current on
 Pharmacist responsibility to maintain current clinical knowledge

Ghaibi S., Ipema H., Gabay M. ASHP guidelines on the pharmacist’s role in providing drug information. Am J Health-Syst Pharm. 2015; 72:573–7.

35

AVOIDING DRUG INFORMATION TRAP

 Developing drug information skills

 Inquiry-based learning – answering drug information questions
 Project-based learning – student-led topic discussion or case presentation
 Developing clinical knowledge base
 Topic discussions
 Daily discussion of patient cases
 Continued learning
 Preceptor modeling and coaching

36

18
 1/12/2023

CONCLUSION

 The Digital Age has brought innovations in technology and information

accessibility
 Goals for implementing technology into education:
 Increase active learning and student engagement
 Develop problem-solving and information analysis skills while avoiding the drug
information trap
 Foster optimized utilization of technology in practice
 Tools
 Active learning through:
 E-learning, team-based learning, game-based learning, case-based learning, project-based
learning, inquiry-based learning, simulation-based learning

37

38

19
 1/12/2023

REFERENCES

 Digital age. Cambridge Dictionary. Accessed Sept. 20, 2022. https://dictionary.cambridge.org/dictionary/english/digital-age

 Technology. Cambridge Dictionary. Accessed Sept. 23, 2022. https://dictionary.cambridge.org/us/dictionary/english/technology

 Schneider PJ. The Impact of Technology on Safe Medicines Use and Pharmacy Practice in the US. Front Pharmacol. 2018 Nov 20;9:1361. doi: 10.3389/fphar.2018.01361

 Isaacs AN, Scott SA, Nisly SA. Move out of Z way Millennials. Curr Pharm Teach Learn. 2020 Dec;12(12):1387-1389. doi: 10.1016/j.cptl.2020.07.002.

 Kaartinen-Koutaniemi, M, Katajavuori, N. Enhancing the development of pharmacy education by changing pharmacy teaching. Pharmacy Education. 2018;6(3).

 Stewart DW, Brown SD, Clavier CW, Wyatt J. Active-learning processes used in US pharmacy education. Am J Pharm Educ. 2011 May 10;75(4):68. doi: 10.5688/ajpe75468

 Khalafalla FG, Alqaysi R. Blending team-based learning and game-based learning in pharmacy education. Curr Pharm Teach Learn. 2021 Aug;13(8):992-997. doi: 10.1016/j.cptl.2021.06.013.

 Freeman S, Eddy SL, McDonough M, Smith MK, Okoroafor N, Jordt H, Wenderoth MP. Active learning increases student performance in science, engineering, and mathematics. Proc Natl Acad Sci U S A. 2014 Jun
10;111(23):8410-5. doi: 10.1073/pnas.1319030111.

 Salter SM, Karia A, Sanfilippo FM, Clifford RM. Effectiveness of E-learning in pharmacy education. Am J Pharm Educ. 2014 May 15;78(4):83. doi: 10.5688/ajpe78483.

 Khalafalla FG, Alqaysi R. Blending team-based learning and game-based learning in pharmacy education. Curr Pharm Teach Learn. 2021 Aug;13(8):992-997. doi: 10.1016/j.cptl.2021.06.013.

 Goldman J, Kuper A, Baker GR, Bulmer B, Coffey M, Jeffs L, Shea C, Whitehead C, Shojania KG, Wong B. Experiential Learning in Project-Based Quality Improvement Education: Questioning Assumptions and
Identifying Future Directions. Acad Med. 2020 Nov;95(11):1745-1754. doi: 10.1097/ACM.0000000000003203.

 Korayem GB, Alshaya OA, Kurdi SM, Alnajjar LI, Badr AF, Alfahed A, Cluntun A. Simulation-Based Education Implementation in Pharmacy Curriculum: A Review of the Current Status. Adv Med Educ Pract. 2022 Jul
1;13:649-660. doi: 10.2147/AMEP.S366724.

 Chalk. 6 Common Learning Barriers and How They Work. Accessed Sept. 28, 2022. https://www.chalk.com/resources/6-common-learning-barriers-and-how-to-overcome-them%ef%bf%bc/

 Ghaibi S., Ipema H., Gabay M. ASHP guidelines on the pharmacist’s role in providing drug information. Am J Health-Syst Pharm. 2015; 72:573–7

39

20