Effective training of phd students with evidence-based pharmacy ñ the use of online multi-module course

Abstract

Due to its advantages, e-learning appears to be an adequate method to form competencies of PhD students in Evidence-Based Pharmacy (EBP), such as the critical appraisal of scientific articles, solving problems, and decision making based on scientific evidence. The objective of the study was to assess the Evidence- Based Practice Profile of PhD students at the Faculty of Pharmacy at the Medical University of Warsaw. The efficiency of education of PhD students was assessed with the use of an online multi-module course devised for learning EBP skills. The study participants were 36 PhD students (72% women), including graduates with the title of Master of Sciences of Pharmacy (N = 30) or Medical Laboratory (N = 6). The data to determine the EBP profile of the PhD students from the Evidence-Based Practice Profile Questionnaire (EBP2Q) were collected using the CAPI method. Activity reports and the score for problems and analytical tasks obtained by students were generated from the MoodleTM e-learning platform. The evaluation concerned the relationship between specific domains comprising the EBP profile and the studentsí activity during the online course, as well as the results of the final tests (correlation coefficient (rp)). The total result and the score from specific domains, as obtained from EBP2Q, were average with the domination of lower results. The average time spent on the online course was about 7h, while the most time was spent on studying ìSecondary data analyses: Meta-analysis and systematic reviewÎ by the PhD students (average 1.5 h). The most difficult tests were the meta-analysis interpretation tests and the tests for guidelines for clinical practice. A significant correlation was observed between the number of hits and the score for tasks (rp = 0.661, p < 0.001). Also, a strong positive correlation was observed between the EBP profiling result and the score of PhD students obtained from specific modules of the online course (the total score for the entire online course rp = 0.734, p < 0.001). The insufficient level of knowledge, behaviors and attitudes in EBP reveals the need to introduce education in critical thinking and decision making based on the scientific evidence and the program of studies of III degree studies. As the expected educational results depended on the involvement of PhD students in the online course, activating educational forms should be introduced to the course, such as workshops or project tasks. It is necessary to continue the study to determine whether e-learning improved skills or professional practice and whether e-learning is effective at increasing knowledge in the long-term.