Bartlett Andrew, Schneider Carl R, Penm Jonathan, Mirzaei Ardalan
School of Pharmacy, Faculty of Medicine and Health, The University of Sydney, Camperdown, NSW 2006, Australia.
Department of Pharmacy, Prince of Wales Hospital, Randwick, NSW 2031, Australia.
Pharmacy (Basel). 2021 Apr 23;9(2):93. doi: 10.3390/pharmacy9020093.
Teaching large cohorts of pharmacy students with a team of multiple tutors in a feedback intensive course poses challenges in relation the amount of data generated, data integrity, interpretation of the data and importantly application of the insights gained from the data. The dispensing and counselling course in the third year BPharm at the University of Sydney has implemented the USyd Pharmacy Dashboard, developed to address these challenges following the Technological Pedagogical Content Knowledge Framework (TPACK) to integrate technology into teaching. The dashboard was designed to improve the student experience through more consistent feedback, gain insights to improve teaching delivery and provide efficiencies in maintaining data integrity. The tool has been developed using an action-based research approach whereby ideas are put into practice as the means to further develop the idea and improve practice. Refinement of the USyd Pharmacy Dashboard over three years has shown improvements in teaching delivery as teachers can respond to emerging trends. Student performance and satisfaction scores have increased, mainly due to improved consistency between tutors and improved delivery of feedback. Time involved with administrative tasks such as data maintenance is reduced. Opportunities for further refinements such as real time benchmarking and developing an open learner model have become apparent.
在一个反馈密集型课程中，由多名导师组成的团队教授大量药学专业学生，在数据生成量、数据完整性、数据解读以及从数据中获得的见解的重要应用方面都面临挑战。悉尼大学药学专业本科三年级的配药与咨询课程采用了悉尼大学药学仪表盘，该仪表盘是根据技术教学内容知识框架（TPACK）开发的，旨在将技术融入教学，以应对这些挑战。该仪表盘旨在通过更一致的反馈来改善学生体验，深入了解教学情况以改进教学，并提高维护数据完整性的效率。该工具采用基于行动的研究方法开发，即将想法付诸实践，以此进一步发展想法并改进实践。经过三年对悉尼大学药学仪表盘的优化，教学效果得到了改善，因为教师能够对新出现的趋势做出反应。学生的成绩和满意度得分有所提高，这主要归功于导师之间一致性的提高以及反馈的更好传达。数据维护等行政任务所花费的时间减少了。进一步优化的机会，如实时基准测试和开发开放学习者模型，已变得显而易见。
