Pharmacy, Geneva University Hospitals, Geneva, Switzerland
Pharmacy, Geneva University Hospitals, Geneva, Switzerland.
Eur J Hosp Pharm. 2024 Aug 22;31(5):403-408. doi: 10.1136/ejhpharm-2022-003679.
The role of the pharmacy technician (PT) has expanded in recent years, requiring new competencies, better communications skills and high-level knowledge about drugs. The objective of this study is to develop and evaluate a blended learning programme for PTs' continuing professional development.
A blended learning programme designed to enhance knowledge, skills and attitudes was created using a six-step approach to curriculum development for medical education. The first part included three short microlearning videos to improve knowledge; the second consisted of a 1.5 hour 'edutainment' session for groups of 5-6 PTs to deepen their knowledge and practice skills. Impacts on knowledge, degree of certainty and self-perceived competence were evaluated before training (pre-test), after the microlearning (post-test 1) and after the edutainment session (post-test 2).
The three microlearnings were entitled 'Communication', 'Cut-crush a tablet/open a capsule' and 'Pharmacy website'. The edutainment session used team-based learning, game-based learning, peer instruction and simulation. Twenty-six PTs of mean±SD age 36±8 years participated. Pre-test and post-test 1 evaluation scores showed significant overall improvements in mean knowledge (9.1/18 vs 12.1/18, p<0.001), mean degree of certainty (3.4/5 vs 4.2/5, p<0.001) and mean self-perceived competence (58.6/100 vs 72.3/100, p<0.001). After post-test 2, mean knowledge (12.1/18 vs 13.1/18, p=0.010) and mean self-perceived competence (72.3/100 vs 81.1/100, p=0.001) scores had improved, but not mean degree of certainty (4.2/5 vs 4.4/5, p=0.105). All participants found the blended learning programme suitable for their continuing professional development.
The present study showed the positive effects of using our blended learning programme to improve PTs' knowledge, degree of certainty and self-perceived competence, to their great satisfaction. This pedagogical format will be integrated into PTs' continuing professional development and include other educational topics.
近年来，药剂师技术员（PT）的角色不断扩大，需要具备新的能力、更好的沟通技巧和高水平的药物知识。本研究的目的是开发和评估针对 PT 继续教育的混合学习计划。
使用医学教育课程开发的六步方法设计了一项旨在提高知识、技能和态度的混合学习计划。第一部分包括三个简短的微课视频，以提高知识；第二部分包括一个 1.5 小时的小组“娱乐”课程，供 5-6 名 PT 参加，以加深他们的知识和实践技能。在培训前（前测）、微课学习后（后测 1）和娱乐课程后（后测 2）评估知识、确定性程度和自我感知能力的影响。
三个微课分别题为“沟通”、“压碎片剂/打开胶囊”和“药房网站”。娱乐课程采用小组学习、游戏学习、同伴指导和模拟。26 名年龄 36±8 岁的 PT 参加。前测和后测 1 的评估得分显示，知识（9.1/18 对 12.1/18，p<0.001）、确定性程度（3.4/5 对 4.2/5，p<0.001）和自我感知能力（58.6/100 对 72.3/100，p<0.001）的平均总分均有显著提高。在后测 2 后，知识（12.1/18 对 13.1/18，p=0.010）和自我感知能力（72.3/100 对 81.1/100，p=0.001）得分有所提高，但确定性程度（4.2/5 对 4.4/5，p=0.105）没有提高。所有参与者都认为混合学习计划适合他们的继续教育。
本研究表明，使用我们的混合学习计划可以提高 PT 的知识、确定性程度和自我感知能力，这是积极的效果，他们对此非常满意。这种教学形式将纳入 PT 的继续教育，并包括其他教育主题。
