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GM-017 E-learning program adapted to pharmacy staff: A 1 year assessment
  1. AL Mikolajczak,
  2. F Eyvrard,
  3. S Houet,
  4. B Bellon
  1. CHU de Toulouse, Pharmacy, Toulouse, France

Abstract

Background Information transmission and knowledge improvement are promoted by health institutions. It could be a real challenge for pharmacy staff, who have different schedules and daily activities, to gather numerous people for classroom training sessions. Moreover, this environment may not be optimal for people to learn and remember. Nowadays, e-learning is easily accessible and constitutes a new tool, permitting each member to train themselves whenever they want. Therefore, we developed an e-learning program to transmit information about pharmaceutical activities, with one aim: to improve patient care and safety.

Purpose We describe a 1 year assessment of our e-learning program customised for the needs of the hospital pharmacy.

Material and methods We developed a program dedicated to pharmacists, residents and pharmacy technicians, broadcast through the LEARNEOS e-learning platform. A session, made up of a newspaper and online tests, was co-produced by a pharmacist and resident.

A bimonthly 6 page newspaper addressed important hospital pharmacy topics (medicines, early access programs, regulatory development) and news from the past 2 months. Page layout underlined important information.

A 5 multiple choice question ‘positioning test’ was answered before reading the paper and an ‘evaluation test’ after reading the paper (the same as the positioning one, with answers at the end).

LEARNEOS allows personal and collective learners’ data extraction: marks, connexion times.

Results 7 sessions were published since the program launch (1 session mean preparation time: 8 h). 15 learners were involved.

Considering all participants, the average rate of correct answers increased from 61% (20–100%) for the positioning tests to 91% (40–100%) for the evaluation tests (n = 107).

It first appeared that questions were not adapted for all learners: we observed weak results in the positioning tests and a large gap with the evaluation tests. Topics and question complexity were reworked after the first 4 months; we then observed a turning point in the statistics (increase in positioning test marks, with improvement in scores).

Conclusion Following analysis of understanding using multiple choice examinations, we observed that an e-learning program allowed efficient information transmission and evaluation of knowledge. The distance education, highly appreciated by users, facilitated access to learning resources and offered organisational freedom. Moreover, the LEARNEOS platform was easily adjustable by the program creator.

The program has been renewed and will include customised programs, according to the profile of the participants.

No conflict of interest.

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