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How to Improve the Effectiveness of Blended Learning of Pharmacology and Pharmacotherapy? A Case Study in Pharmacy Program

机译：如何提高药理学和药物疗法混合学习的有效性？ 药房计划案例研究

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The blended learning material of gastrointestinal (GI) pharmacotherapy was noted by students as needed improvement. As pharmacology is the core component of pharmacotherapy, it was hypothesised that improved students engagement with online learning of GI pharmacology will engage and motivate students in the learning of GI pharmacotherapy. Constructivist learning, guided by a student-centred approach, was used to design an online GI pharmacology-predominant module containing some pharmacotherapy learning activities. Students' perception of the usefulness of the module was evaluated by survey, which consisted of 7 multiple-choice items in Likert-scale format and 4 open-ended questions. Twenty seven students participated in the study, recorded a 36% response rate. Majority of the students were satisfied with the module indicating it has improved learning effectiveness, learning efficiency, and self-efficacy. Students were engaged and motivated to learn from the module as evidenced from their active participation in the learning activities presented, including the discussion forums of pharmacotherapy case studies. This study demonstrated a creative approach of using students' feedback in guiding the implementation of a constructivist framework in the design of an online pharmacology module for pharmacy students. The range of interactive learning activities detailed the various strategies of constructivism, something that was not explicitly described in the literature. The findings uphold the hypotheses of the study, and provided evidence that improved effectiveness of blended learning of pharmacology contributed to improved learning experience of pharmacotherapy.
机译：学生的胃肠道（GI）药物治疗的混合学习材料是必要的改进。由于药理学是药物治疗的核心成分，它是假设的，提高学生与在线学习的学习参与GI药理学将参与和激励学生在学习GI药物治疗。建构主义学习，由以学生为中心的方法，用于设计一个在线GI药理学 - 主要模块，其中包含一些药物疗法学习活动。学生对模块有用性的看法是通过调查评估的，该调查评估了由李克特级格式的7个多项选择项目和4个开放式问题组成。二十七名学生参加了这项研究，记录了36％的响应率。大多数学生对模块感到满意，表明它具有改善的学习效果，学习效率和自我效能。学生从事并激励从模块中学到，从他们积极参与所提出的学习活动中证明，包括药物治疗案例研究的讨论论坛。这项研究表明，在指导制造者框架的实施中，展示了使用学生反馈的创造性的方法，以指导制药学生在线药理学模块的设计。互动学习活动的范围详细说明了建构主义的各种策略，在文献中未明确描述的东西。调查结果坚持了该研究的假设，并提供了提高药理学的效果的证据，提高了药理学的效力，这有助于改善药物治疗的学习经验。

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