North Dakota State University, School of Pharmacy, Fargo, North Dakota
Editorial Board Member, American Journal of Pharmaceutical Education, Arlington, Virginia.
Am J Pharm Educ. 2023 Mar;87(2):ajpe8800. doi: 10.5688/ajpe8800. Epub 2022 Mar 8.
To develop and assess the impact of a learning module through the evaluation of students' knowledge of, perceptions of, and intent to provide telepharmacy and telehealth services. Second- and third-year students from two schools of pharmacy completed a telepharmacy and telehealth learning module and discussion questions. A postsurvey measured their knowledge, perceptions of, and intent to provide remote services. Students scored an average of 94.8% on a post-knowledge assessment. The theory of planned behavior was used to develop a survey measuring intent to provide remote services. Mean scores (1=strongly disagree to 4=strongly agree) were attitude (mean=3.18, SD=0.36), subjective norm (mean=3.02, SD=0.43), behavioral control (mean=2.67, SD=0.41), and intent (mean=2.63, SD=0.59). Thematic analysis of discussion question responses found that students felt the delivery and quality of care was similar between in-person and remote care. Students felt that differences with face-to-face care included technology use and troubleshooting, perceived difficulty in building relationships, and, finally, the inability to provide device training, medication show-and-tell, and physical examinations. They felt telehealth services would expand in the next five years due to increased access, convenience, and cost savings. Upon completion of a learning module, students were knowledgeable about telepharmacy and telehealth. Students agreed that remote services positively impact patient care and would be well received by patients and providers. Students had lower intent to offer remote services upon graduation; thus, simulations and service management information should be added to curricula to prepare students for and develop student interest in telepharmacy and telehealth.
为了开发和评估学习模块的效果，我们通过评估学生对远程药学服务和远程医疗服务的了解、看法和意愿来进行研究。两所药学院的二、三年级学生完成了远程药学服务和远程医疗学习模块和讨论问题。在课后调查中，学生评估了他们的知识、看法和提供远程服务的意愿。学生在课后知识评估中平均得分 94.8%。利用计划行为理论开发了一项衡量提供远程服务意愿的调查。平均得分（1=强烈不同意到 4=强烈同意）为态度（平均 3.18，标准差 0.36）、主观规范（平均 3.02，标准差 0.43）、行为控制（平均 2.67，标准差 0.41）和意愿（平均 2.63，标准差 0.59）。对讨论问题回答的主题分析发现，学生认为面对面和远程护理的护理质量和效果相似。学生认为与面对面护理的区别包括技术使用和故障排除、建立关系的感知难度以及最后无法提供设备培训、药物展示和体检。他们认为远程医疗服务在未来五年内将因增加便利性、节省成本而得到扩展。在完成学习模块后，学生对远程药学服务和远程医疗有了一定的了解。学生们认为远程服务对患者护理有积极影响，并且将受到患者和提供者的欢迎。学生毕业后提供远程服务的意愿较低；因此，应在课程中增加模拟和服务管理信息，以培养学生的兴趣并为他们提供远程药学服务和远程医疗的准备。
