Extavour Rian Marie, Allison Gillian L
School of Pharmacy, Faculty of Medical Sciences, The University of the West Indies, St. Augustine Building 39, Eric Williams Medical Sciences Complex, Champs Fleurs, Trinidad and Tobago.
Optometry Programme, Office of the Dean, Faculty of Medical Sciences, The University of the West Indies, St. Augustine Building 39, Eric Williams Medical Sciences Complex, Champs Fleurs, Trinidad and Tobago.
Curr Pharm Teach Learn. 2018 Apr;10(4):517-522. doi: 10.1016/j.cptl.2017.12.007. Epub 2018 Jan 11.
Blended learning (BL) integrates face-to-face and online instructional methods, with applications in pharmacy education. This study aimed to assess pharmacy students' perceptions of BL in a pharmacy seminar course at The University of the West Indies, St. Augustine campus, Trinidad and Tobago.
Topics based on the use of medicines and public health were presented by student groups during live seminars, supplemented with online activities. An online survey of students' perceptions was administered at the end of the course. The usefulness of learning resources and course activities were assessed using 5-point Likert-like scales (1 = not helpful to 5 = very helpful). The effectiveness of the instructor, blended delivery, time value, and development of critical-thinking were rated on a 5-point Likert scale for agreement (1 = strongly disagree to 5 = strongly agree). Topics that were most instructive and additional topics of interest were also identified.
Approximately 51% of students (37/72) completed the questionnaire; 73% were female and mean age was 24 years. The learning resources and most course activities were generally helpful (median = 4) in facilitating learning. There was strong agreement (median = 5) on the ease of navigating the online platform, and instructor encouraging interest in pharmacy issues. Students agreed (median = 4) that the course facilitated critical thinking, the BL approach was effective, and the time spent was worthwhile. The most instructive topics included medication errors, antibiotic resistance, and medicines in children and the elderly.
BL in pharmacy seminars is a valuable approach to engage students learning about pharmacy and public health.
混合式学习（BL）将面对面教学与在线教学方法相结合，在药学教育中有所应用。本研究旨在评估特立尼达和多巴哥圣奥古斯丁校区西印度群岛大学药学研讨课程中学生对混合式学习的看法。
在现场研讨会上，学生小组围绕药品使用和公共卫生主题进行展示，并辅以在线活动。课程结束时对学生的看法进行了在线调查。使用类似5点李克特量表（1 = 无帮助至5 = 非常有帮助）评估学习资源和课程活动的有用性。对教师的有效性、混合式教学、时间价值和批判性思维的培养按照5点李克特量表进行同意程度评分（1 = 强烈不同意至5 = 强烈同意）。还确定了最具启发性的主题以及其他感兴趣的主题。
约51%的学生（37/72）完成了问卷；73%为女性，平均年龄24岁。学习资源和大多数课程活动在促进学习方面总体上有帮助（中位数 = 4）。对于在线平台的易用性以及教师激发对药学问题的兴趣方面，有强烈的共识（中位数 = 5）。学生们同意（中位数 = 4）该课程促进了批判性思维，混合式学习方法有效，且所花费的时间是值得的。最具启发性的主题包括用药错误、抗生素耐药性以及儿童和老年人用药。
药学研讨课程中的混合式学习是促使学生学习药学和公共卫生知识的一种有价值的方法。
