Dokument: Evidence for Innovation in Clinical Pharmacy Education Through a Digital Tool: Development and Evaluation of Video-Based Teaching Approaches for Conveying Blood Pressure Measurement Skills to Pharmacy Students
| Titel: | Evidence for Innovation in Clinical Pharmacy Education Through a Digital Tool: Development and Evaluation of Video-Based Teaching Approaches for Conveying Blood Pressure Measurement Skills to Pharmacy Students | |||||||
| URL für Lesezeichen: | https://docserv.uni-duesseldorf.de/servlets/DocumentServlet?id=59269 | |||||||
| URN (NBN): | urn:nbn:de:hbz:061-20220517-113838-4 | |||||||
| Kollektion: | Dissertationen | |||||||
| Sprache: | Englisch | |||||||
| Dokumententyp: | Wissenschaftliche Abschlussarbeiten » Dissertation | |||||||
| Medientyp: | Text | |||||||
| Autor: | Farahani, Samieh [Autor] | |||||||
| Dateien: |
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| Beitragende: | Prof. Dr. Läer, Stephanie [Gutachter] Prof. Dr. Hempel, Georg [Gutachter] | |||||||
| Dewey Dezimal-Klassifikation: | 600 Technik, Medizin, angewandte Wissenschaften » 610 Medizin und Gesundheit | |||||||
| Beschreibung: | Based on technological advances, digital teaching strategies are increasingly finding their way into the university landscape. These approaches have been further reinforced during the ongoing coronavirus disease 2019 (COVID-19) pandemic. Videos can be an important digital medium in health profession teaching. Nevertheless, the thoughtful use of digital teaching strategies is important for obtaining the maximum benefit from them. In this context, this dissertation aimed to develop and evaluate a modern digital video-based approach to successfully convey practical clinical skills to pharmacy students using the example of oscillometric blood pressure measurement skills.
In the scope of this work a self-instruction video on adequate oscillometric blood pressure measurement tailored for pharmacy students was developed. The self-instruction video’s impact was investigated compared to face-to-face instruction in a randomized controlled non-inferiority study with a pre-post design considering a non-inferiority margin of −10%. Although this investigation demonstrated the non-inferiority of the self-instruction video compared to face to face instruction regarding students’ blood pressure measurement skills, the analysis of self-confidence or self-perceived proficiency yielded an inconclusive result regarding non-inferiority. Students’ blood pressure measurement skills were determined by objective structured clinical examinations (OSCEs), and students’ self-confidence/self-perceived proficiency was measured using a survey. Both instruction approaches were predominately well received by the students. Because both standalone approaches left room for improvement in students’ blood pressure measurement skills and self confidence/self-perceived proficiency, the self-instruction video standalone approach was further elaborated into 2 blended learning approaches in the format of a flipped classroom–like setting which were evaluated in a randomized controlled study. Whereas 1 group was provided with a self-instruction video and a brief in-class session, the other group received the self-instruction video with an extended in-class session. The impact of the teaching approaches was evaluated by surveys and OSCEs. Both flipped classroom–like approaches improved students’ blood pressure measurement skills as well as self confidence/self-perceived proficiency significantly. Because the extended in class session did not result in significantly better effects in terms of blood pressure measurement performance as well as self-confidence/self-perceived proficiency as compared to the brief in-class session, the flipped classroom–like approach including a brief in-class session was sufficient for conveying high quality blood pressure measurement skills to pharmacy students. Such a strategy might be evaluated and used for teaching other skills in clinical pharmacy education. | |||||||
| Lizenz: |  Urheberrechtsschutz | |||||||
| Fachbereich / Einrichtung: | Mathematisch- Naturwissenschaftliche Fakultät » WE Pharmazie » Klinische Pharmazie und Pharmakotherapie | |||||||
| Dokument erstellt am: | 17.05.2022 | |||||||
| Dateien geändert am: | 17.05.2022 | |||||||
| Promotionsantrag am: | 31.08.2021 | |||||||
| Datum der Promotion: | 02.12.2021 |
