Use of online modules to enhance knowledge and skills application during an introductory pharmacy practice experience.

Abstract

OBJECTIVES
To implement and assess the effectiveness of online instructional modules to increase the consistency of learning outcomes related to students' patient-care practice knowledge and their skills application and confidence across introductory pharmacy practice experience (IPPE) sites.
DESIGN
Twenty online modules were created to provide uniform delivery of instructional content that complemented classroom instruction and to introduce students to common pharmacy-practice skills in the patient-care arena.
ASSESSMENT
Quantitative data were collected by means of a survey and pre- and post-module quizzes, which were completed by students to assess knowledge. More than 85% of students applied the IPPE skills. During the course, students' confidence increased significantly in all areas. For all but 1 of the 13 competencies, more than 70% of students agreed or strongly agreed that the competencies were met.
CONCLUSIONS
Online instructional modules in patient care can effectively increase students' knowledge, skills application, and confidence, and improve the consistency of achieving outcomes for instructional content and activities across diverse practice settings.