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

Instructional strategies that were utilized included selfstudy readings, case-based assignments, both standard and sitespecific cases, and synchronous online chates session. This was accomplished primarily with the use of First Class Intranet Client software by SoftArc Inc. First Class is a secure integrative e-mail system that allows for interactive keyboard chat and exchange of information. Either the instructor or the student may post documents. In general, a one-credit module would include two chat sessions (twohours/each), four casebased assignments and self-study material. Online exams were administered utilized WebCT.3 Students electing to earn continuing education credits received 1.5 CEU for each one credit module.

Selection of Participants

Program participants were required to be pharmacy practitioners in institutional, chain, or independent settings. Participants were selected on the basis of willingness to participate in the project and their acceptance into the PharmD program. Individuals initially were selected in Spring 1998 for the first offering and then at each enrollment period in Summer 1998, Fall 1998, and Winter 1999.

Evaluation

The impact of the project was evaluated in two ways. Upon entry in to the program, participants completed a 70-item pretest of knowledge that reflected the content areas covered in the first six courses. Questions were similar to those used in the traditional PharmD program and had been validated by the instructors via test-retest reliability. Participants also completed a survey of their current pharmaceutical care activities and self-reported preparedness to provided specialty pharmaceutical care activities. This survey assessed the frequency of activities such as obtaining patient medication histories, screening for drug-related problems, and care planning. Perceived preparedness to provide specialty services such as blood pressure screening, blood glucose assessment, smoking cessation, and peak flow monitoring was also assessed. A copy of the survey is provided in Appendix A. The survey was used previously and pilot tested(15). A follow-up evaluation was conducted approximately six to twelve months after entry into the program due to rolling admissions. Pre-tests and post-test scores of knowledge were compared using a paired t-test. Responses to the survey were assigned a ranked score. Changes in baseline and follow-up survey scores of pharmaceutical care activities and perceived preparedness were evaluated using a Wilcoxon Signed Rank Test. StatView was utilized for the statistical analyses.4

Participants were asked to complete course evaluations that utilized a five-point Likert scale. Statements to assess the students' perceptions of online teaching were included in this evaluation. These were completed online utilizing WebCT.

RESULTS

Eleven students completed the pilot course, Clinical Skills 11, during the spring of 1998. By Spring of 1999, twenty-eight students enrolled in the program. Three individuals withdrew during the pilot citing personal, technology and financial reasons. Sixty-eight percent were female; thirty-two percent were male. Sixty-one percent practiced in institutional or hospital settings, while 21 percent and 19 percent were employed by chain and independent pharmacies, respectively.