Integration of an online simulated prescription analysis into undergraduate pharmacy teaching using supplemental and replacement models.

OBJECTIVE

To describe student use and perceptions of online simulated prescription analysis following integration of supplemental and replacement models into pharmacy practice teaching.

METHODS

Strathclyde Computerized Randomized Interactive Prescription Tutor (SCRIPT) is a simulated prescription analysis tool designed to support a pharmacy practice competency class. In 2008-2009, SCRIPT scenarios were released to coincide with timetabled teaching as the supplemental model. In 2009-2010, SCRIPT also replaced one-sixth of the taught component of the class as the replacement model. Student use and performance were compared, and their perceptions were documented.

RESULTS

In both cohorts, the majority of use (over 70%) occurred immediately before assessments. Remote access decreased from 6409 (supplemental) to 3782 (replacement) attempts per 100 students. There was no difference in student performance between the cohorts, Students reported group and individual use and 4 targeted approaches using SCRIPT.

CONCLUSION

E-learning can reduce the staff time in pharmacy practice teaching without affecting student performance. SCRIPT permits flexible learning that suits student preferences.