Online doctor of pharmacy program for pharmacy practitioners: Development and evaluation of six pilot courses

American Journal of Pharmaceutical Education, Fall 2000 by O'Neil, Christine K, Poirier, Theresa I

The goals of this project were to: (i) develop an online PharmD program that prepares practitioners with background and skills to provide pharmaceutical care; and (ii) conduct a preliminary evaluation of the impact of the program on the knowledge of participants, frequency of pharmaceutical care activities, and their perceived preparedness to provide pharmaceutical care. Curriculum for six credits in the-38 credit program was developed. Content areas focused on clinical skills and pharmacotherapy of cardiovascular, endocrine, gastrointestinal, rheumatoid and respiratory patients. Instructional strategies consisted of selfstudy with Power Point presentations and readings, synchronous chat sessions using FirstClass, Intranet Client, and case-based assignments. The program was evaluated comparing scores of baseline knowledge and self-reported frequency of pharmaceutical care activities and preparedness to scores upon completion of developed curricular content. The participants also completed course evaluations. By the end of spring 1999, 28 students had enrolled in the program. Based on an evaluation of baseline and follow-up surveys, there was significant improvement in test scores and perceived preparedness to provide specialty pharmaceutical care services.

INTRODUCTION

The profession of pharmacy has agreed that its primary mission is providing pharmaceutical care. Success in this endeavor requires practitioners with the necessary skills and competencies. The Commission to Implement Change in Pharmacy Education has identified the needed competencies(l). There have also been numerous recommendations that practitioners be certified based on defined competencies(2). There has also been a call for continuing education to be modified so that it is curricular based. The National Associations of Boards of Pharmacy, American Council on Pharmaceutical Education, American Association of Colleges of Pharmacy, and American Pharmaceutical Association have all endorsed the concept that colleges of pharmacy should provide educational opportunities that prepare practitioners to provide pharmaceutical care.

Duquesne University School of Pharmacy has offered a Doctor of Pharmacy program since 1968. In 1993, a nontraditional track that allowed for part-time completion was introduced. However, many pharmacists were still not able to consider the existing program due to full-time work commitment. In 1995, a group of pharmacists were assembled to discuss the characteristics of a program that they felt would ideally suit the nontraditional student. Their comments and suggestions were utilized to develop a structure for a new, 38-credit nontraditional doctor of pharmacy Program that was approved in 1996. Surveys of our graduates indicated that there was great interest in certificate programs as well as a flexible PharmD program. Additionally, our new entry-level PharmD program created a demand for pharmacy preceptors to role model concepts of pharmaceutical care. Many preceptors felt that they would benefit from a program that would assist them with this task.

The benefits of online self-study and case-based instruction in pharmacy have been documented for single courses(36). Several investigators have described the use of Internetbased technology to deliver individual courses within a nontraditional PharmD program(7-10). Representatives from two other institutions have described the design and implementation of online nontraditional PharmD programs(11-12). Based on a review of published manuscripts to date, there is limited information on the evaluation and impact of such programs. The objectives of this project were to: (i) develop six initial courses in an online Doctor of Pharmacy program that would provide continuing education credits and prepare practitioners with background and skills to provide pharmaceutical care; and (ii) evaluate the impact of this project on the knowledge of the participants, their perceived preparedness to provide pharmaceutical care, and self-reported frequency of pharmaceutical care activities.

METHODS

Program Development

The program was designed to have the following characteristics: (i) flexible and accessible to allow the pharmacist to remain in his/her practice site; (ii) utilize instructional strategies targeted for adult learners; and (iii) provide options for continuing education credit.

Polyson and colleagues have described several features of a good online course(13). One important component is an online syllabus that may be updated quickly and distributed to the students. Listings of assignments online with links to attachments or other Web-based material is extremely helpful. To keep students abreast of changes in the course, on online mechanism for announcements is also important. Interactivity between distance students and the instructor is a key feature to create the learning community. This may be accomplished through group chats, private chats, students' forums, and personal web pages. Integrating content with Web-based media, use of online testing, and good course management are also important. Our program was designed to possess these qualities.