Can a virtual microbiology simulation be as effective as the traditional Wetlab for pharmacy student education?

Abstract Background Pharmacy practice education requires the development of proficiencies and an understanding of clinical microbiology. Learning in this area could be delivered using practical laboratory exercises, or potentially, simulation-based education. Simulation has previously successfully enhanced learning in health professional education. The current global climate due to COVID-19 has further highlighted the important role of technology-enhanced learning in delivering outcomes that meet the requisite learning objectives of a course. The aim of the present study was to compare the impact of a commercially available virtual microbiology simulation (VUMIE™) with a traditional wet laboratory (wetlab) on learner knowledge, skills and confidence in a second-year integrated pharmacotherapeutics course for Bachelor of Pharmacy students. Methods A randomised, crossover study was employed to determine whether the simulation intervention (VUMIE™) improves learning outcomes (knowledge, skills and confidence) of pharmacy students, when compared to a traditional wetlab intervention. Each student completed three 1–2 h length sessions, for both the wetlab and VUMIE™ interventions (6 sessions total). Data was collected using surveys deployed at baseline (pre-interventions), post-intervention 1 or 2 (VUMIE™ or wetlab) and endpoint (post-interventions 1 and 2). Statistical analysis was conducted using SPSS Statistics 25 and Instat™ software. Results Response rates were approximately 50% at initial survey and approximately 25% at endpoint survey. VUMIE™ produced higher post-intervention knowledge scores for the multiple-choice questions compared to the wetlab, however, the highest score was achieved at endpoint. Both interventions produced statistically significant differences for mean scores compared to baseline (pre-VUMIE™ and wetlab) across the domains of knowledge, skills and confidence. VUMIE™ produced higher post-intervention mean scores for knowledge, skills and confidence compared to post-intervention mean scores for the wetlab, however there was no statistical significance between the mean score for the two interventions, thus the VUMIE™ activity produced learning outcomes comparable to the wetlab activity. Conclusion These findings suggest VUMIE™ provides similar effects on students’ knowledge, skills, and confidence as a wetlab. The simulation’s implementation was not cost-prohibitive, provided students with a physically and psychologically safe learning environment, and the benefit of being able to repeat activities, supporting deliberate practice.

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Can a Virtual Microbiology Laboratory Simulation be as Effective as the Traditional Wetlab for Pharmacy Student Education?

10.21203/rs.3.rs-144147/v1 ◽

2021 ◽

Author(s):

Lyndsee Baumann Birkbeck ◽

Shailendra Anoopkumar-Dukie ◽

Sohil A Khan ◽

Matthew J Cheesman ◽

Margaret O’Donoghue ◽

...

Keyword(s):

Learning Outcomes ◽

Global Climate ◽

Statistical Significance ◽

Pharmacy Practice ◽

Pharmacy Students ◽

Laboratory Simulation ◽

Technology Enhanced Learning ◽

Post Intervention ◽

Total Data ◽

The Impact

Abstract Background: Pharmacy practice education requires the development of proficiencies and an understanding of clinical microbiology. Learning in this area could be delivered using practical laboratory exercises, or potentially, simulation-based education. The current global climate due to COVID-19 has further highlighted the important role of technology-enhanced learning in delivering outcomes that meet the requisite learning objectives of a course. The aim of the present study was to compare the impact of a commercially available virtual microbiology simulation (VUMIE™) with a traditional wet laboratory (wetlab) on learner engagement and learning outcomes in a second-year integrated pharmacotherapeutics course for Bachelor of Pharmacy students. Methods: A randomised, controlled, crossover study was employed to determine whether the simulation intervention (VUMIE™) improves learning outcomes (knowledge, skills and confidence) of pharmacy students, when compared to a traditional wetlab intervention. Each student completed three 1-2 hour length sessions, for both the wetlab and VUMIE™ interventions (6 sessions total). Data was collected using surveys deployed at baseline (pre-interventions), post-intervention (VUMIE™ or wetlab) and endpoint (post-interventions). Statistical analysis was conducted using SPSS Statistics 25 and Instat™ software. Results: Both interventions produced statistically significant differences for mean scores compared to baseline (pre-VUMIE™ and wetlab) across the domains of knowledge, skills and confidence. VUMIE™ produced higher post-intervention mean scores for knowledge, skills and confidence compared to post-intervention mean scores for the wetlab, however there was no statistical significance between the mean score for the two interventions, thus the VUMIE™ activity produced learning outcomes comparable to the wetlab activity. Conclusion: These findings demonstrated that VUMIE™ was just as effective as traditional wetlab activities for student learning outcomes. The simulation’s implementation was not cost-prohibitive, provided students with a physically and psychologically safe learning environment, and the benefit of being able to repeat activities, supporting deliberate practice.

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Technology-Enhanced Learning (TEL) in Higher Education

Knowledge-Intensive Economies and Opportunities for Social, Organizational, and Technological Growth - Advances in Knowledge Acquisition, Transfer, and Management ◽

10.4018/978-1-5225-7347-0.ch002 ◽

2019 ◽

pp. 12-24

Author(s):

Linda Daniela ◽

Raimonds Strods ◽

Daiga Kalniņa

Keyword(s):

Higher Education ◽

Data Analysis ◽

Learning Outcomes ◽

Descriptive Analysis ◽

Technology Enhanced Learning ◽

One Year ◽

The One ◽

Impact Of Technology ◽

The Impact ◽

Enhanced Learning

As technologies become more exciting, interactive, and reachable, various technological solutions are used in higher education. On the one hand, there is the conviction that technologies are indispensable, both for improving learning and for making learning process more effective, both in terms of learning outcomes and in terms of costs. Additionally, technology and technological solutions can provide sustainability of knowledge because students develop the competences that they will need in their future professional work. This chapter summarises the systematic literature review (SLR) carried out by the authors in analysing research that has been done on the impact of technology-enhanced learning on learning outcomes in order to understand what emerging research has been done, as the authors published a similar study one year ago. The SLR was conducted for the period of 2010 to 2018 by selecting peer-reviewed articles on specified terms. The selected articles were then analysed following sub-purposes. The descriptive analysis method was adopted for the data analysis.

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ICT and Web 2.0 Technologies as a Determinant of Business Performance

Cases on Performance Measurement and Productivity Improvement ◽

10.4018/978-1-4666-2618-8.ch012 ◽

2013 ◽

pp. 243-268

Author(s):

Tanja Arh ◽

Vlado Dimovski ◽

Borka Jerman Blažic

Keyword(s):

Organizational Learning ◽

Web 2.0 ◽

Business Performance ◽

Structural Model ◽

Technology Enhanced Learning ◽

Strong Impact ◽

Web 2.0 Technologies ◽

Impact Of Technology ◽

The Impact ◽

Enhanced Learning

This chapter aims at presenting the results of an empirical study, linking the fields of technology-enhanced learning (TEL), Web 2.0 technologies and organizational learning, and their impact on the financial and non-financial business performance. The chapter focuses on the presentation of the conceptualization of a structural model that was developed to test the impact of technology-enhanced learning and Web 2.0 technologies on the organizational learning and business performance of companies with more than 50 employees. The paper provides detailed definitions of technology-enhanced learning, Web 2.0 technologies and technical terms related to it, its scope and the process of organisational learning, as well as a method for business performance assessment. Special attention is given to the findings related to the observed correlations between the aforementioned constructs. The results of the study indicate a strong impact of ICT and technology-enhanced learning on organizational learning and the non-financial business performance.

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A Theory-Practice Research Framework for Video-Enhanced Learning, Assessment, and Feedback

Technology-Enhanced Formative Assessment Practices in Higher Education - Advances in Higher Education and Professional Development ◽

10.4018/978-1-7998-0426-0.ch006 ◽

2020 ◽

pp. 100-126

Author(s):

James McDowell

Keyword(s):

Cognitive Theory ◽

Methodological Approach ◽

Learning Assessment ◽

Practice Research ◽

First Year ◽

Technology Enhanced Learning ◽

First Year Students ◽

Educational Applications ◽

The Impact ◽

Enhanced Learning

This chapter discusses a two-year project that explored the impact of video-enhanced learning, assessment, and feedback on undergraduate first-year students in higher education. Underpinned by a pragmatist epistemology, and arguing the case for a design-based methodological approach within a theoretical framework embracing the cognitive theory of multimedia learning, the community of inquiry, and the conversational framework, the chapter explores contemporary research into assessment and feedback, uses of technology-enhanced learning to promote inclusivity, and educational applications of asynchronous video.

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0636 Using AI To Predict Future CPAP Adherence and the Impact of Behavioral and Technical Interventions

SLEEP ◽

10.1093/sleep/zsaa056.632 ◽

2020 ◽

Vol 43 (Supplement_1) ◽

pp. A243-A243

Author(s):

W Hevener ◽

B Beine ◽

J Woodruff ◽

D Munafo ◽

C Fernandez ◽

...

Keyword(s):

Effect Size ◽

Statistical Significance ◽

Post Intervention ◽

Cpap Adherence ◽

Cohen’S D ◽

Usage Patterns ◽

Patient Outreach ◽

Cohen's D ◽

The Impact ◽

Usage Data

Abstract Introduction Clinical management of CPAP adherence remains an ongoing challenge. Behavioral and technical interventions such as patient outreach, coaching, troubleshooting, and resupply may be deployed to positively impact adherence. Previous authors have described adherence phenotypes that retrospectively categorize patients by discrete usage patterns. We design an AI model that predictively categorizes patients into previously studied adherence phenotypes and analyzes the statistical significance and effect size of several types of interventions on subsequent CPAP adherence. Methods We collected a cross-sectional cohort of subjects (N = 13,917) with 455 days of daily CPAP usage data acquired. Patient outreach notes and resupply data were temporally synchronized with daily CPAP usage. Each 30-days of usage was categorized into one of four adherence phenotypes as defined by Aloia et al. (2008) including Good Users, Variable Users, Occasional Attempters, and Non-Users. Cross-validation was used to train and evaluate a Recurrent Neural Network model for predicting future adherence phenotypes based on the dynamics of prior usage patterns. Two-sided 95% bootstrap confidence intervals and Cohen’s d statistic were used to analyze the significance and effect size of changes in usage behavior 30-days before and after administration of several resupply interventions. Results The AI model predicted the next 30-day adherence phenotype with an average of 90% sensitivity, 96% specificity, 95% accuracy, and 0.83 Cohen’s Kappa. The AI model predicted the number of days of CPAP non-use, use under 4-hours, and use over 4-hours for the next 30-days with OLS Regression R-squared values of 0.94, 0.88, and 0.95 compared to ground truth. Ten resupply interventions were associated with statistically significant increases in adherence, and ranked by adherence effect size using Cohen’s d. The most impactful were new cushions or masks, with a mean post-intervention CPAP adherence increase of 7-14% observed in Variable User, Occasional Attempter, and Non-User groups. Conclusion The AI model applied past CPAP usage data to predict future adherence phenotypes and usage with high sensitivity and specificity. We identified resupply interventions that were associated with significant increases in adherence for struggling patients. This work demonstrates a novel application for AI to aid clinicians in maintaining CPAP adherence. Support

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Open Educational Resources (OERs) and Technology Enhanced Learning (TEL) in Vocational and Professional Education and Training (VPET)

2016 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE) ◽

10.1109/tale.2016.7851808 ◽

2016 ◽

Cited By ~ 3

Author(s):

Dave Towey ◽

Ricky Yuk-kwan Ng ◽

Tianchong Wang

Keyword(s):

Professional Education ◽

Education And Training ◽

Open Educational Resources ◽

Educational Resources ◽

Technology Enhanced Learning ◽

Enhanced Learning ◽

And Training

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Towards a resilient strategy for technology‐enhanced learning

Campus-Wide Information Systems ◽

10.1108/10650741111162716 ◽

2011 ◽

Vol 28 (4) ◽

pp. 234-249 ◽

Cited By ~ 3

Author(s):

Richard Hall

Keyword(s):

Climate Change ◽

Higher Education ◽

Shared Values ◽

Technology Enhanced Learning ◽

Peak Oil ◽

Content Type ◽

Use Of Technology ◽

Strategic Implementation ◽

The Impact ◽

Enhanced Learning

PurposeThis paper sets out to argue that the strategic implementation of technology is implicated in a range of crises or socio‐economic disruptions, like peak oil, climate change and the rising environmental costs of energy consumption. It aims to argue that institutional technological implementation is contested, complex and should not be treated deterministically, but that technologists might usefully consider the impact of these disruptions on their practices. The paper seeks to amplify how a focus on resilience, rather than marketised outcomes, can enable higher education to use technology to overcome or adapt to disruption and crises.Design/methodology/approachThe paper is a critique. A conceptual analysis of the place of current research into the use of technology‐enhanced learning in higher education is critiqued in light of peak oil and climate change, in order to align strategic developments with disruptions and potential responses. The strategic response of one institution is outlined as a programme‐of‐work, and is related to a second university's approach.FindingsThe paper highlights five areas that require strategic responses to the use of technology in and for HE. These are: the place of TEL in the idea of the University; complexity in the use of technology, linked to shared values; adapting to disruption; institutional planning; and competing priorities for the use of technology.Originality/valueThe paper highlights the educational connections that are made between the politics of technology, shared values and socio‐environmental disruption. It also analyses a programme of work that is designed to engage with and adapt to disruption.

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The impact of independent learning on students’ accounting learning outcomes at vocational high school

Jurnal Pendidikan Vokasi ◽

10.21831/jpv.v9i2.24776 ◽

2019 ◽

Vol 9 (2) ◽

pp. 141-150

Author(s):

Ery Novita Sari ◽

Zamroni Zamroni

Keyword(s):

Learning Outcomes ◽

Quantitative Research ◽

Positive Influence ◽

Independent Learning ◽

Difficulty Level ◽

Validity And Reliability ◽

Multiple Choice Questions ◽

Ex Post ◽

The Right ◽

The Impact

The independence of student learning in recent years was discussed in several articles. Through the development of an independent attitude in learning, students can diagnose learning difficulties and find the right solution to solve them. This study was aimed at finding out how the influence of learning independence on students' accounting learning outcomes. The type of research used is ex-post facto quantitative research. The population of the research is all students of class XI of Public Middle School in the city of Yogyakarta, with a total of 156 students. The instruments used were questionnaires and multiple-choice questions (MCQs). Validity and reliability of the questionnaire were measured using Confirmatory Factor Analysis (CFA) through the Lisrel 8.80 application, while the validity and reliability of MCQs were measured using Rasch approach through the Quest application. Several questionnaires in the form of questionnaires and documentation were used on the testing instrument. The number of instruments for learning independence was 19 statements. The closed statement form used a Likert scale consisting of five alternative answers. The number of MCQs is 18 questions. There were 18 valid statements found after going through the calculation of validation, reliability, difficulty level of the question, and distinguishing power. Simple regression was used for the data analysis technique. The results of the study show that the learning independence variable has a significant and positive influence. It can be seen from the learning independence variable, which has a value of 2.187 and a significance value smaller than 0.05 (0.030 <0.05).

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Bioethics as an Anthropological Challenge

Postmodern Openings ◽

10.18662/po/12.3sup1/351 ◽

2021 ◽

Vol 12 (3Sup1) ◽

pp. 61-75

Author(s):

Ludmila Kondratska ◽

◽

Liudmila Romanovska ◽

Tetiana Kravchyna ◽

Nataliia Korolova ◽

...

Keyword(s):

Professional Education ◽

Structural Model ◽

Human Life ◽

Research Field ◽

Technology Enhanced Learning ◽

Learning Technology ◽

Virtual Experiments ◽

Interdisciplinary Course ◽

Enhanced Learning ◽

The Voice

The subject of the proposed paper is the disclosure of prerequisites and determinants of the implementation of the soteriological concept of studying the interdisciplinary course of bioethics, the structural model and synectic algorithm of its comprehension and epistemological map of formation of soteriological competence of the future specialist during the study of bioethics. The methodological basis for the implementation of the proposed project is the theory of research-oriented professional education (Inquiry Based Science Education) and, thereafter, technology of advanced learning (Technology Enhanced Learning), which provide wide opportunities to study the course of bioethics in the form of observation of remote virtual experiments on the portal Go-Lab; GRAASP environment for the implementation of author's developments and pedagogically structured programs in the process of performative interaction between teacher and students. The scientific novelty of the material is to substantiate the content of anthropological competencies of future specialists in biomedical specialties and the strategies of obtaining them on the basis of the principles of hermeneutic didactics. Conclusions. Today, obviously, the task of bioethics is not only to protect nature and human life, but also to participate in the realization of the high mission of Salvation. This defines the research field of bioethics as a space of secret dialogue, in which it is desirable to find a place not only for the voice of clinicians, pharmacists, engineers, philosophers, public figures, but also the pastoral voice of the Church.

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Interventions visant l’application des connaissances en pratique pharmaceutique

The Canadian Journal of Hospital Pharmacy ◽

10.4212/cjhp.v71i3.2585 ◽

2018 ◽

Vol 71 (3) ◽

Author(s):

Apolline Adé ◽

Denis Lebel ◽

Jean-François Bussières

Keyword(s):

Health Care ◽

Knowledge Translation ◽

Pharmaceutical Care ◽

Health Care Professionals ◽

Data Extraction ◽

Pharmacy Practice ◽

Geographic Location ◽

Care Process ◽

Post Intervention ◽

The Impact

RÉSUMÉContexte : La littérature scientifique portant sur l’application des connaissances (AC) est vaste et complexe et les publications sur les interventions dans le domaine de la santé concernent surtout les médecins et les infirmières. Pour autant que les auteurs sachent, il n’existe pas de revue documentaire s’intéressant à l’AC et à ses retombées en pharmacie.Objectif : Décrire le profil des interventions visant l’AC en pratique pharmaceutique.Source des données : La plateforme Knowledge Translation+ (KT+) a été utilisée pour en extraire des articles publiés entre janvier 2010 et décembre 2016 à l’aide du terme « pharmacist ».Sélection des études et extraction des données : Les principales variables retenues pour établir le profil des interventions visant l’AC en pratique pharmaceutique étaient le protocole de recherche de l’étude, le lieu de l’intervention, les rôles du pharmacien, les types de connaissances transférées et les retombées. Le codage de la nature des interventions pharmaceutiques reposait sur la classification du site Impact Pharmacie.Synthèse des données : Au total, 114 articles ont été sélectionnés : revues systématiques (n = 25, 22 %), études contrôlées à répartition aléatoire (n = 45, 40 %) études rétrospectives (n = 21, 18 %), études prospectives (n = 13, 11 %), études pré-post intervention (n = 10, 9 %). Les études se déroulaient surtout en établissement de santé (74 %). La majorité des interventions ciblaient des étapes de soins pharmaceutiques et la realization de séances d’éducation thérapeutique et de conseils prodigués aux patients. Il existait un manque de rigueur méthodologique lors de la conception des interventions et quant à leur description.Conclusion : Le pharmacien est le principal producteur de connaissances et oriente les interventions visant leur application vers les patients ou les professionnels de santé. Celles-ci concernaient principalement la démarche de soins pharmaceutiques et le travail en interdisciplinarité. La mise en place d’une formation initiale et continue, la gestion de l’information et la désignation d’un pharmacien responsable de l’AC au sein de chaque département de pharmacie pourraient encourager le développement de cette mise en application des connaissances. Ce concept peut être utile pour soutenir la création d’un modèle de pratique pharmaceutique cohérent.ABSTRACTBackground: The scientific literature on knowledge translation (KT) is vast and complex, and most publications concerning health care interventions involve physicians and nurses. To the authors’ knowledge, there have been no literature reviews on KT and its impact on pharmacy practice.Objective: To determine the profile of interventions relating to KT in pharmacy practice.Data Sources: The term “pharmacist” was used to search the web platform Knowledge Translation+ (KT+) to identify pertinent articles published between January 2010 and December 2016.Study Selection and Data Extraction: The main variables analyzed to determine the profile of KT interventions in pharmacy practice were the study’s research protocol, the geographic location of the intervention, pharmacist roles, the types of knowledge transferred, and impacts of the interventions. The nature of pharmacy interventions was coded according to the classification on the Impact Pharmacie website.Data Synthesis: A total of 114 articles were selected: systematic reviews (n = 25, 22%), randomized controlled trials (n = 45, 40%), retrospective studies (n = 21, 18%), prospective studies (n = 13, 11%), and pre-post intervention studies (n = 10, 9%). Most of the studies (74%) were conducted in a health care institution. The majority of interventions targeted pharmaceutical care steps, therapeutic educational sessions, and patient education. There was a lack of methodological rigour during the development of interventions and in their description.Conclusion: Pharmacists are key generators of knowledge, and their interventions related to KT are directed toward patients or other health care professionals. These interventions have mainly addressed the pharmaceutical care process and interdisciplinary work. The implementation of initial and continuing education, the management of information, and the designation of a pharmacist responsible for KT in each pharmacy department might promote the development of such KT. This concept might in turn support the design of a coherent pharmacy practice model.

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