University of California, San Francisco, School of Pharmacy, San Francisco, California.
University of California, San Francisco, School of Medicine, San Francisco, California.
Am J Pharm Educ. 2020 Feb;84(2):847519. doi: 10.5688/ajpe847519.
To develop and evaluate a mobile learning module to support knowledge construction between medical and pharmacy students through structured dialogue prompts. Rheumatologists and pharmacists collaboratively developed a two-week, case-based, asynchronous interprofessional learning module that was delivered via a mobile app and focused on collaborative medication management of a complex case involving a patient with systemic lupus erythematosus. The clinical case evolved over three phases: diagnosis, initial treatment, and medication-related complications. Dialogue prompts were incorporated in each phase as a mechanism to support knowledge construction among learners. Pharmacy and medical student pairs were randomized to receive either high guidance or low guidance prompts for collaborative learning. The student pairs worked together, asynchronously, online, to develop three collaborative care plans. The evaluation of the learning module to support knowledge construction included: analysis of text-based dialogue coded for knowledge construction phases; the accuracy and completeness of the three collaborative care plans; and quantitative and qualitative participant feedback. Sixteen pairs of medical and pharmacy students (n=32) participated. Pairs who received high guidance engaged in all phases of knowledge construction more often than pairs who received low guidance. Guidance phase did not differentially impact collaborative care plan scores. Ninety-eight percent of students agreed or strongly agreed that the module improved their clinical reasoning, interprofessional communication, and knowledge of systemic lupus erythematosus. The knowledge construction framework can guide the design and evaluation of educational interventions such as a mobile learning module to support knowledge construction among health professionals.
开发和评估一个移动学习模块，通过结构化对话提示支持医学生和药剂学生之间的知识构建。 风湿病学家和药剂师共同开发了一个为期两周的基于案例的、异步的跨专业学习模块，通过移动应用程序提供，重点是对涉及系统性红斑狼疮患者的复杂病例进行协作药物管理。临床案例分为三个阶段演变：诊断、初始治疗和与药物相关的并发症。在每个阶段都包含对话提示，作为支持学习者知识构建的机制。药剂学和医学学生对被随机分配接受高指导或低指导提示，以进行协作学习。学生对异步在线合作，共同制定了三个协作护理计划。支持知识构建的学习模块的评估包括：对编码为知识构建阶段的基于文本的对话进行分析；三个协作护理计划的准确性和完整性；以及定量和定性的参与者反馈。 16 对医学生和药剂学生（n=32）参与了研究。接受高指导的学生比接受低指导的学生更经常参与知识构建的所有阶段。指导阶段不会对协作护理计划的分数产生差异影响。98%的学生同意或强烈同意该模块提高了他们的临床推理、跨专业沟通和系统性红斑狼疮知识。 知识构建框架可以指导教育干预措施的设计和评估，例如移动学习模块，以支持卫生专业人员之间的知识构建。
