Evaluation of a computer-based bridging course by overseas-qualified pharmacists seeking Australian registration

American Journal of Pharmaceutical Education, Fall 1998 by Pappas, Arthur, Stewart, Kay, Cesnik, Branko, Reed, Barry L, Et al

Arthur Pappas(a), Kay Stewart(a), Branko Cesnik(b), Barry L. Reed(a), Louis Roller(a), Julia Hoffman(c) and Len Sorgetti(d)

A study was undertaken to develop and evaluate computer-based bridging courses in the subjects of pharmaceutical calculations and biopharmaceutics to assist foreign pharmacists pass the Stage I exam, a part of the Australian registration requirements. The authoring package ToolBook Multimedia CBT Edition(R) running under Windows(R) was used. Each course contained a Tutorial and Test Program Thirty-two of the 39 candidates who were provided with the programs completed a questionnaire. Programs were found to be easy-very easy to install by 86 percent. High-very high ratings were given by >85 percent for the extent to which set objectives were met. More than 90 percent gave useful-very useful ratings for the modules as an exam preparation and also for the value of most program features. Test program usage was continuously collected and stored on floppy disk. Data collected from 58 candidates estimated that the average total period of use by each candidate was about 31.0 (SD /-26.0 ) hours. Overall, the programs were very enthusiastically received and thought to have met their set objectives.

INTRODUCTION

The use of computer assisted instruction (CAI) in pharmacy education is growing at a rapid rate(1,2) and this includes its use as a means of continuing education(3,4). In Australia, there is a growing interest in assessing its value at both undergraduate and postgraduate levels(5-7). A major motivating factor for development is that studies have shown that CAI is of comparable effectiveness to traditional modes of teaching such as lectures(8,9). Some of the benefits to users include the ability for self-directed and self-paced learning. Even though some of the drawbacks include the need for substantial development funding and appropriate computer facilities, it has been shown that in the long term, CAI can be a cost-effective alternative to traditional teaching modes(10).

Our target group for CAI course development was foreign pharmacy graduates. In Australia, the National Office of Overseas Skills Recognition (NOOSR) oversees the endorsement of their qualifications. Ensuring that pharmacists seeking registration meet the relevant standards is a challenging task for Australian and overseas authorities. The Australian Pharmacy Examining Council Incorporated (APEC) is the equivalent of the British Adjudicating Committee(11) and the US Foreign Pharmacy Graduate Examination Commission(12) and is delegated to develop acceptable examination procedures. These countries have essentially similar protocols that consist of preliminary knowledge exams followed by practical experience, prior to registration competency exam(s). In Australia, candidates must first pass an Occupational English Test (OET) before being able to sit for the Stage I exam1, which consists of two multiple choice question (MCQ) exams (Paper 1: pharmaceutical chemistry, pharmacology, physiology; Paper 2: pharmaceutics, therapeutics).

Candidates passing Stage I are eligible to commence 12 months supervised practical training, followed by the Stage II exam. This consists of assessment set by the registering authority of each State which essentially addresses the attainment of a range of nationally adopted competencies(13). The problems experienced by foreign graduates (language, cultural and professional) in Australia are generally similar to those experienced in other countries(14). Many candidates are from non-English speaking countries. Therefore, registration varies greatly and so does the content of the pharmacy course originally undertaken. European and especially Middle Eastern nations have substantially different courses and the practice of pharmacy is also markedly different to that in Australia. APEC assists candidates by providing an Information Handbook(15) setting out the requirements, lists of study references and exam requirements and also liaison with an academic advisor. Since there is no formal curriculum, APEC and NOOSR have been pro-active in exploring bridging courses2 for instruction and assessment in areas of need, to make candidates aware of the expected standards of knowledge and practice.

The Department of Employment, Education, Training and Youth Affairs (DEETYA) funded the software development described in this paper. It was produced as a distance education course to assist overseas-qualified pharmacists residing within Australia to prepare for an exam which forms part of the registration requirements. The reasons for the government support included the need for efficient training to meet standards in order for candidates to begin employment in their profession. This enables Australian society to capitalize on the experience of these graduates. There is also a need for pharmacists in Australia, especially in rural locations, and it is in the interest of the profession to have these candidates meet standards in minimum time. To a lesser extent, Australia which is a multi-cultural society, could benefit by having pharmacists from a variety of ethnic backgrounds.

The aims of our study were to:

* conduct a preliminary survey of past and present candidates about a range of issues relating to preparation for the Stage I exam;

* determine potential subject areas for the development of CAI bridging courses;

* develop CAI courses in selected subject areas that included instruction and assessment reflective of the expected standard;

* conduct a survey of candidates using the CAI course to determine the degree of attainment of the set educational objectives and the usefulness of a range of program features;