Navigating the path to digital literacy and telehealth with final year pharmacy students

Research output: Other contribution to conferencePoster

Abstract

Background: Within Australia and globally, telehealth has been implemented in hospital and community settings for its general ease of use and operability. The National Competency Standards Framework for Pharmacists in Australia 2016, highlights Standards 2.1, 2.2, 2.3 and 2.4 which encourage collaborative communication and management of patient issues for optimal health outcomes. Objectives: To implement educational modalities to develop capabilities for telehealth and online collaborative case conferences in final year pharmacy students. Methodology: Auto-ethnography, a qualitative methodology, was utilised as it explicitly links concepts from the literature to the narrated personal experience of the authors throughout the project. The initiatives introduced were an academic social media platform (ucroo.com.au) and a wiki in Professional Pharmacy Practice, and a flipped classroom and a virtual classroom in Pharmacotherapeutics. Results: UCROO was readily adopted by the students but there were issues with professional communication. A wiki was trialled, and with the subject convenor as a moderator, became professionally focussed and collaborative. The Flipped class was supported by interactive video teaching though students raised issues of teacher presence which was addressed by increasing the number of tutorials. The next phase used Adobe Connect to generate a single virtual classroom. Some technology issues and perceptions of equity of access were identified. Discussion: Research has identified both ‘flip endorsers’ and ‘resistors’ (McNally et. al., 2016) and this may apply also to a virtual classroom (Bowers & Kumar, 2015).Training in the pedagogy and technology is being implemented and additional lectures on TelePharmacy presented in 2018 to address this. Bowers, J., & Kumar, P. (2015). Students' Perceptions of Teaching and Social Presence: A Comparative Analysis of Face-to-Face and Online Learning Environments. International Journal of Web-Based Learning and Teaching Technologies (IJWLTT), 10(1), 27-44. McNally, B., Chipperfield, J., Dorsett, P. et al. (2017). Flipped Classroom Experiences: Student Preferences and Flip Strategy in a Higher Education Context. Higher Education; 73: 281. https://doi.org/10.1007/s10734-016-0014-z
Original languageEnglish
Pages51
Number of pages1
Publication statusPublished - 2018
EventLifeLong Learning in Pharmacy - Convention Centre, Brisbane, Australia
Duration: 06 Jul 201809 Jul 2018
http://www.lllpharm2018.com/

Conference

ConferenceLifeLong Learning in Pharmacy
CountryAustralia
CityBrisbane
Period06/07/1809/07/18
Internet address

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literacy
classroom
student
Teaching
communication
pharmacist
methodology
moderator
social media
ethnography
education
experience
learning environment
equity
video
teacher
health
management
learning
community

Cite this

Maynard, G., Simpson, M., & Hill, R. (2018). Navigating the path to digital literacy and telehealth with final year pharmacy students. 51. Poster session presented at LifeLong Learning in Pharmacy, Brisbane, Australia.
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Maynard, G, Simpson, M & Hill, R 2018, 'Navigating the path to digital literacy and telehealth with final year pharmacy students' LifeLong Learning in Pharmacy, Brisbane, Australia, 06/07/18 - 09/07/18, pp. 51.

Navigating the path to digital literacy and telehealth with final year pharmacy students. / Maynard, Gregg; Simpson, Maree; Hill, Rodney.

2018. 51 Poster session presented at LifeLong Learning in Pharmacy, Brisbane, Australia.

Research output: Other contribution to conferencePoster

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T1 - Navigating the path to digital literacy and telehealth with final year pharmacy students

AU - Maynard, Gregg

AU - Simpson, Maree

AU - Hill, Rodney

PY - 2018

Y1 - 2018

N2 - Background: Within Australia and globally, telehealth has been implemented in hospital and community settings for its general ease of use and operability. The National Competency Standards Framework for Pharmacists in Australia 2016, highlights Standards 2.1, 2.2, 2.3 and 2.4 which encourage collaborative communication and management of patient issues for optimal health outcomes. Objectives: To implement educational modalities to develop capabilities for telehealth and online collaborative case conferences in final year pharmacy students. Methodology: Auto-ethnography, a qualitative methodology, was utilised as it explicitly links concepts from the literature to the narrated personal experience of the authors throughout the project. The initiatives introduced were an academic social media platform (ucroo.com.au) and a wiki in Professional Pharmacy Practice, and a flipped classroom and a virtual classroom in Pharmacotherapeutics. Results: UCROO was readily adopted by the students but there were issues with professional communication. A wiki was trialled, and with the subject convenor as a moderator, became professionally focussed and collaborative. The Flipped class was supported by interactive video teaching though students raised issues of teacher presence which was addressed by increasing the number of tutorials. The next phase used Adobe Connect to generate a single virtual classroom. Some technology issues and perceptions of equity of access were identified. Discussion: Research has identified both ‘flip endorsers’ and ‘resistors’ (McNally et. al., 2016) and this may apply also to a virtual classroom (Bowers & Kumar, 2015).Training in the pedagogy and technology is being implemented and additional lectures on TelePharmacy presented in 2018 to address this. Bowers, J., & Kumar, P. (2015). Students' Perceptions of Teaching and Social Presence: A Comparative Analysis of Face-to-Face and Online Learning Environments. International Journal of Web-Based Learning and Teaching Technologies (IJWLTT), 10(1), 27-44. McNally, B., Chipperfield, J., Dorsett, P. et al. (2017). Flipped Classroom Experiences: Student Preferences and Flip Strategy in a Higher Education Context. Higher Education; 73: 281. https://doi.org/10.1007/s10734-016-0014-z

AB - Background: Within Australia and globally, telehealth has been implemented in hospital and community settings for its general ease of use and operability. The National Competency Standards Framework for Pharmacists in Australia 2016, highlights Standards 2.1, 2.2, 2.3 and 2.4 which encourage collaborative communication and management of patient issues for optimal health outcomes. Objectives: To implement educational modalities to develop capabilities for telehealth and online collaborative case conferences in final year pharmacy students. Methodology: Auto-ethnography, a qualitative methodology, was utilised as it explicitly links concepts from the literature to the narrated personal experience of the authors throughout the project. The initiatives introduced were an academic social media platform (ucroo.com.au) and a wiki in Professional Pharmacy Practice, and a flipped classroom and a virtual classroom in Pharmacotherapeutics. Results: UCROO was readily adopted by the students but there were issues with professional communication. A wiki was trialled, and with the subject convenor as a moderator, became professionally focussed and collaborative. The Flipped class was supported by interactive video teaching though students raised issues of teacher presence which was addressed by increasing the number of tutorials. The next phase used Adobe Connect to generate a single virtual classroom. Some technology issues and perceptions of equity of access were identified. Discussion: Research has identified both ‘flip endorsers’ and ‘resistors’ (McNally et. al., 2016) and this may apply also to a virtual classroom (Bowers & Kumar, 2015).Training in the pedagogy and technology is being implemented and additional lectures on TelePharmacy presented in 2018 to address this. Bowers, J., & Kumar, P. (2015). Students' Perceptions of Teaching and Social Presence: A Comparative Analysis of Face-to-Face and Online Learning Environments. International Journal of Web-Based Learning and Teaching Technologies (IJWLTT), 10(1), 27-44. McNally, B., Chipperfield, J., Dorsett, P. et al. (2017). Flipped Classroom Experiences: Student Preferences and Flip Strategy in a Higher Education Context. Higher Education; 73: 281. https://doi.org/10.1007/s10734-016-0014-z

M3 - Poster

SP - 51

ER -

Maynard G, Simpson M, Hill R. Navigating the path to digital literacy and telehealth with final year pharmacy students. 2018. Poster session presented at LifeLong Learning in Pharmacy, Brisbane, Australia.