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At least 163 records · Page 9Linked to original sources
PubMed1987

A comparison of computer-assisted instruction and printed information as methods of pharmacy continuing education.

A continuing education (CE) program was developed to teach hospital pharmacists parameters for monitoring adult total parenteral nutrition (TPN) patients. The effectiveness of a computer-assisted instruction (CAI) module as a method of CE was compared with that of printed information (PI). The computer program was developed using an Apple IIe personal computer and Apple Pilot. Forty-nine hospital pharmacists were given a pretest, the CAI or PI program, a posttest immediately after the instruction, and a retention test 2 weeks later. The CAI group (n = 23) had mean test scores of 53.3% for the pretest, 87.7% for the posttest, and 81.9% for the retention test. The PI group (n = 26) had mean test scores of 54.2% for the pretest, 84.7% for the posttest, and 78.2% for the retention test. Both methods were effective CE programs based on increases in mean test scores from pretest to posttest. Retention-test scores showed a statistically significant drop from posttest scores for each group. A comparison of mean retention-test scores with mean pretest scores for each group demonstrated that participants in each group had retained a statistically significant amount of material from baseline knowledge. When differences in mean pretest, posttest, and retention-test scores were compared between the two groups, no statistically significant differences were found. CAI and PI were equally effective methods of continuing education.

Computer-Assisted Instruction↗
PubMed1990

Impact of college of pharmacy-based educational services within the hospital.

Using a pharmacy intervention form, we measured the influence that university-based pharmacy educational personnel had on the pharmacy department's drug costs and on patient charges over a three-month period. A total of 278 interventions were made; 88.8 percent were implemented. Implemented interventions decreased drug costs by $1661.99 and decreased patient charges by $5938.37. The average implemented intervention decreased drug cost by $6.73 and patient cost by $24.04. Regardless of economic benefits, 218 of the 247 implemented interventions were considered to have positive clinical effects on patient care. Educational personnel were responsible for generating $6028.27 of fee revenues to the pharmacy department through generation of pharmacokinetic drug dosing consults. We conclude that the educational programs provided by the pharmacy department through affiliation with a college of pharmacy directly contributed $7690.26 to the pharmacy department in the form of cost-avoided dollars and revenue generation over a three-month period. The provision of educational services by a hospital pharmacy department results in financial rewards as well as other benefits that have been previously described.

Budgets↗
PubMed1986

A descriptive analysis of pharmacy continuing education offerings in 1985.

This study reports the results of a national survey of ACPE-approved provider continuing education offerings during 1985. The study was designed to identify frequently-presented topics, characterize types of programs offered, describe the providers offering programs and detail continuing education activities on a regional basis. Data were requested through the mail and the ACPE "program description form" was used as the source of the study data. Two hundred and one (84.1%) ACPE-approved providers from eight regions of the country and Puerto Rico participated and data from 2,461 programs were analyzed. Differences and similarities among programs offered and characteristics of providers were reported. Additional information was generated on when programs were offered, methods of presentation, average tuition charged and average credit hours offered. Significant differences were noted. Comparisons with previous national studies were made where possible. Among the findings was: an impact by mandatory continuing education requirements on the number of programs available; an increase in average program tuition charges; a decrease in the average number of credit hours per program; and an increase in competition among providers. Programs provided a rich variety of offerings, required a moderate tuition charge, were offered in every month, and used many different formats and delivery methods.

Data Collection↗
PubMed1999

Pharmacy continuing education available on the Internet.

Access to interesting and pertinent continuing education material would be expected to encourage pharmacists to pursue postgraduate professional development. The Internet is one means of providing accessible and timely instructional material. Twenty-nine Internet sources of continuing education available for pharmacists were identified. Criteria for inclusion included free educational credit and accreditation by a recognized body. Evaluation criteria were currency of the offerings, author and sponsor identification, software requirements in addition to a browser, and methods for submitting examination answers and receiving certificates of credit.

Education, Continuing↗
PubMed1984

Practice patterns of Doctor of Pharmacy graduates: educational implications.

The purpose of this study was to evaluate the appropriateness of the predominantly clinical PharmD curriculum in light of actual employment patterns of PharmD graduates. Data were gathered via a survey of PharmD graduates from the seven post-baccalaureate programs active since 1972. Respondents were asked about their employment patterns and characteristics; about their formal education in the areas of management, statistics, and research methods; and to indicate whether they had completed residencies or fellowships. The results indicate that many PharmD graduates are employed in positions requiring considerable nonclinical skills, especially management skills. The results further indicate that few respondents have completed formal education, residencies, or fellowships which would prepare them for management or other nonclinical positions. Consequently, it appears that PharmD programs should require considerably more management training and education in order to adequately prepare their graduates for the positions open to them.

Analysis of Variance↗
PubMed1982

Evaluation of computer-assisted self-instructional module for pharmacy continuing education.

A computer-assisted self-instructional module was developed as a method of providing continuing education to pharmacists. A prospective, nonrandomized study was conducted to investigate the effectiveness of computer-assisted instruction (CAI). Using an Apple II microcomputer and anticoagulant therapy as the content base, a series of ten case studies was written and programmed. Twenty-two staff pharmacists from a university hospital and a community hospital participated. Participants were first given a pretest, proceeded through the CAI, took the same test as a posttest, then two weeks later, took a different posttest to measure knowledge retention. The mean test scores before and immediately after the CAI were 55.8% and 80.4%. The mean test score for the two-week posttest was 74%. The mean difference was found to be highly significant for both the pretest and immediate posttest (P less than 0.0001) and the pretest and two-week posttest (P less than 0.001). The study suggested that the use of a CAI module was effective in improving, as well as maintaining, pharmacists' knowledge and that a significant portion of knowledge gained was retained after a period of two weeks. Pharmacists' evaluations of this method of continuing education were generally favorable.

Computer-Assisted Instruction↗