Background and purpose

The novel severe acute respiratory syndrome coronavirus 2 restricted student involvement in direct patient care. Virtual learning is an effective education strategy in pharmacy curriculums. This study aimed to evaluate student perceptions of virtual learning advanced pharmacy practice experiences (APPE) utilizing an electronic 12-question survey.

Educational activity and setting

Virtual learning was developed and implemented, and students were surveyed at the end of the APPE. The survey was comprised of one open-ended and 11 Likert scale questions. It assessed implementation and use of virtual learning in place of a standard on-site APPE.

Findings

Responses were attained from 19 students. Questions regarding resources provided and virtual learning enabling autonomous, independent learning had the highest percent of strong agreement. No responses indicated strong disagreement. Three questions solicited >10% response rate of somewhat disagree, 16% associated with virtual learning helping the student become a better member of the healthcare team after graduation. Open-ended responses acknowledged appreciation of the virtual APPE and presented material. One in six students commented on the ability to apply the learned information to direct patient care. Feedback was delivered on consideration for increased utility of patient care-orientated applications to facilitate simulation of real-life patient cases.

Summary

Students who completed the virtual APPE were satisfied overall. Virtual teaching modalities may be incorporated into APPEs, particularly when direct patient care access is limited, but should not be used to completely replace the experience gained during direct patient care.

中文翻译：

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虚拟学习高级药学实践经验的实施和评估

背景和目的

新型严重急性呼吸综合征冠状病毒 2 限制了学生直接参与患者护理。虚拟学习是药学课程中一种有效的教育策略。本研究旨在利用电子 12 问题调查评估学生对虚拟学习高级药学实践经验 (APPE) 的看法。

教育活动和环境

开发并实施了虚拟学习，并在 APPE 结束时对学生进行了调查。该调查由一个开放式问题和 11 个李克特量表问题组成。它评估了虚拟学习代替标准现场 APPE 的实施和使用。

发现

得到了 19 名学生的回应。关于提供的资源和支持自主、独立学习的虚拟学习的问题得到了最高的高度认同。没有回应表明强烈反对。三个问题的回答率超过 10%，有些不同意，16% 的问题与虚拟学习相关，帮助学生毕业后成为医疗团队中更好的成员。开放式回复承认对虚拟 APPE 的赞赏并提供了材料。六分之一的学生评论了将所学信息应用于指导患者护理的能力。反馈意见是考虑增加以患者护理为导向的应用程序的实用性，以促进对真实患者病例的模拟。

概括

完成虚拟 APPE 的学生总体上感到满意。虚拟教学模式可以纳入 APPE，特别是当直接患者护理访问受限时，但不应完全取代直接患者护理期间获得的经验。