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AuthorKattan, Lana
AuthorPromi, Tamanna
AuthorElGeed, Hager
AuthorHussein, Farhat Naz
AuthorAwaisu, Ahmed
AuthorYusuff, Kazeem Babatunde
Available date2024-05-21T09:52:47Z
Publication Date2024-03-21
Publication NameAmerican Journal of Pharmaceutical Education
Identifierhttp://dx.doi.org/10.1016/j.ajpe.2024.100690
CitationKattan, L., Promi, T., ElGeed, H., Hussain, F. N., Awaisu, A., & Yusuff, K. B. (2024). Pharmacy Students’ Perception of the Content and Delivery of Drug Information Training: A Mixed-Methods Study. American Journal of Pharmaceutical Education, 88(4), 100690.
ISSN0002-9459
URIhttps://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85188997534&origin=inward
URIhttp://hdl.handle.net/10576/55237
AbstractObjective: To explore the pharmacy students’ perception of the content and pedagogical strategies used for the delivery of drug information (DI) training. Methods: An explanatory sequential mixed-methods study was conducted among BSc Pharmacy and PharmD students at the College of Pharmacy, Qatar University. The first phase consisted of a quantitative cross-sectional survey using a 34-item pretested questionnaire. The Donabedian framework guided the development of the questionnaire. This was followed by a phenomenological qualitative phase that was conducted based on the result of the first phase. Descriptive statistics and thematic content analysis were used for data analyses. Results: The completion and usable rates were 88.7% (102 of 115) and 91.2% (93 of 102) respectively. The online resources used for the delivery of DI and the progressive structuring from year 1 to 4 were reported to be adequate by a majority of the respondents (93.55%). Ninety percent of the students opined that the use of simulation-based assessments improved their integration of the theoretical and practical aspects, and their preparedness to apply the DI concepts in practice. However, 20% of the participants reported inconsistency of the DI curricular content with some practices encountered during their experiential learning exposures. The themes identified from the focus group discussion included the perceived value and skills acquired from the DI content, availability and currency of DI resources, students’ preparedness, curricular structuring of DI content, and reflection on and recommendations to improve DI coverage and delivery. Conclusion: The curricular structuring of the DI content across varieties of relevant undergraduate pharmacy courses from the lower to higher professional years and its focus on the progressive development of DI-related competencies appeared to have enhanced the students’ perception of the relevance, appropriateness, and utility of the content, resources, and pedagogical strategies used for the delivery of DI education at the undergraduate level.
Languageen
PublisherElsevier
SubjectCurriculum
Drug information
Pedagogical strategies
Pharmacy
Students’ perception
TitlePharmacy Students’ Perception of the Content and Delivery of Drug Information Training: A Mixed-Methods Study
TypeArticle
Issue Number4
Volume Number88
ESSN1553-6467
dc.accessType Full Text


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