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A Comparison of Learning Achievement of Online Drug Information Service Training and On-Site Drug Information Service Training for Pharmacy Students |
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| รหัสดีโอไอ | |
| Creator | Dhitiphun Pridinawat |
| Title | A Comparison of Learning Achievement of Online Drug Information Service Training and On-Site Drug Information Service Training for Pharmacy Students |
| Contributor | Kannika Boonserm, Jantima Choorassamee |
| Publisher | Faculty of Pharmaceutical Sciences KKU MSU UBU |
| Publication Year | 2565 |
| Journal Title | Isan Journal of Pharmaceutical Sciences |
| Journal Vol. | 18 |
| Journal No. | 4 |
| Page no. | 12-18 |
| Keyword | learning achievement, drug information service training, online training, on-site training, pharmacy training |
| URL Website | https://tci-thaijo.org/index.php/IJPS |
| Website title | Isan Journal of Pharmaceutical Sciences, IJPS |
| ISSN | 19050852 |
| Abstract | This research aimed to compare how well pharmacy students learned from onsite drug information service training to online drug information service training. Methods: The sample groups consist of sixth-year students from the Faculty of Pharmacy, University of Phayao who participated in training for on-site drug information services in the academic year 2019 (n = 76) and online drug information services in the academic year 2020 (n = 64). Data was collected using the practice record form, the practice's total score, and the number of activities. The mean and standard deviation were the statistics employed in the data analysis, along with a t-test to determine independence. Results: Students who practiced online training on average had higher overall scores than those who practiced on-site training (a full score of 70 points;63.76+4.92 and 59.45+7.78 , respectively; p<0.01). Also, students who practiced online received significantly higher scores on skills and abilities than those who practiced on-site (a full score of 40 points; 36.68+3.05 and 33.95+4.9, respectively; p<0.01). By practicing on-site, it is possible to arrange for all students to practice all activities with the exception of two: reporting adverse drug reactions and drug use evaluation and prevention/corrective activities. Regarding the online practice, there is only one task that each student can complete, which is answering questions or providing drug-related information. Conclusion: The online drug information service training performed better than the on-site drug information service training in terms of both overall scores and skill and ability scores. However, compared to students who practiced online, those who practiced on-site training completed more activities that matched the criteria. This can be because prescribing information and patient case studies are limited. Therefore, to organize online drug information service training, patient case studies and prescribing data are required so that students can practice carrying out all tasks in accordance with the predetermined criteria. |
