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Using podcasts to support pharmacological understanding in Non-Medical Prescribing Students?. Dr. Joanne Lymn. Non-Medical Prescribing (NMP). Following qualification nurses have similar prescribing rights to doctors. Understanding of pharmacological concepts hugely important for patient safety

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using podcasts to support pharmacological understanding in non medical prescribing students

Using podcasts to support pharmacological understanding in Non-Medical Prescribing Students?

Dr. Joanne Lymn

non medical prescribing nmp
Non-Medical Prescribing (NMP)
  • Following qualification nurses have similar prescribing rights to doctors.
  • Understanding of pharmacological concepts hugely important for patient safety
  • 56 hours of pharmacology
  • Approximately 50% of NMP

students have no more than a GCSE

in a biological science

(Lymn, Bath-Hextall & Wharrad 2008).

pharmacological understanding among nmp students
Pharmacological Understanding among NMP students
  • NMP students often express anxiety about the subject of pharmacology during their NMP course.
  • Students often admit that learning pharmacological concepts is like learning a new language.
  • Extra tutorial support is often necessary in this subject.
why podcasts
Why podcasts?
  • Learning a foreign language – important to be able to listen & listen again
  • NMP course is WebCT based – links can be added into WebCT.
  • Mobile learning - audio

content can be downloaded to

MP3s, iPODs etc and listened

to on the move.

methodology
Methodology
  • 7 key pharmacology lectures were recorded using MP3 recording equipment available within the university.
  • Recordings were edited using ‘Audacity’ and uploaded on to the university server.
  • Links to individual podcasts, and the associated downloadable MP3 files were added to the NMP WebCT site.
  • Student use of podcasts monitored WebCT tracking
methodology 2
Methodology 2
  • Postal questionnaire sent to two cohorts of students who had access to podcasts
  • Identification of high, medium and low/non users
  • Semi-structured interviews conducted with 3 high, medium and low users
  • Comparison of exam scores from cohorts with access to podcasts with historical cohorts (no access to podcasts)
demographics
Demographics

< 30

> 50

30 - 40

40 - 49

Age of NMP students (years)

computer access
Computer Access
  • 100% students had access to a computer
  • Only 42% rated their comfort levels with internet technology as ‘good’ or ‘very good’
  • 63% had access to an iPod or MP3 player
student use of the podcasts
Student Use of the Podcasts

Web CT tracking results:

83% of students accessed at least one podcast.

Links to the podcasts were clicked 376 times which a range of 0 to 48 clicks per student.

student use of the podcasts1
Student Use of the Podcasts
  • Reasons why students used the podcasts:
use of podcasts for a specific question
Use of podcasts for a specific question
  • 93% of students who used the podcasts for a specific question found the answer.
  • 56% rated it easy or very easy to find the answer
  • 23% of students generally listened to selected parts of the podcast

(77% of students generally listened to the entire podcast)

student perception of the usefulness of podcasts
Student perception of the usefulness of podcasts

Usefulness as a learning tool

Usefulness as a revision aid

Usefulness in promoting understanding

80

90

70

80

70

60

70

60

50

60

50

40

Student responders (%)

50

Student responders (%)

Student responders (%)

40

40

30

30

30

20

20

20

10

10

10

0

0

0

unhelpful

neither

helpful

Very helpful

very unhelpful

unhelpful

neither

helpful

Very helpful

very unhelpful

unhelpful

neither

helpful

Very helpful

very unhelpful

student feedback on pharmacology podcasts
Student feedback on pharmacology podcasts.

Qualitative Feedback

“An excellent learning tool to reinforce my understanding of the basics of dynamics, kinetics & ANS. I would not have understood these subjects without revisiting the lecture time & again”

“I used it as a repetitive tool to familiarise myself with terminology I hadn’t heard before – to promote my comfort – to then go on and digest the subject.”

“Podcasts were a great way to learn and revisit! Excellent learning tool!! Thank you.”

“Absolutely brilliant as an assistant to course content.”

student knowledge measured by exam score

***

4.7

8.5

4.6

8.4

4.5

8.3

4.4

Exam score (out of 10)

Exam score (out of 5)

4.3

8.2

4.2

8.1

4.1

8

4

7.9

3.9

7.8

3.8

Pharmacokinetics

Autonomic Nervous System

Analgesia

Statistical analysis was performed by unpaired t-test, *** p = 0.001

No podcasts

Podcasts

Student knowledge – measured by exam score
slide15

SEM – What did you like about this module? (January 08)

WebCT, podcasts, RLOs, workbooks – I found

these an invaluable resource.

More podcasts would be helpful for revision / missed lectures.

Workbooks, podcasts and RLOs all excellent.

Podcasts were very useful.

Podcasts are really good.

Podcasts and RLOs very helpful and aid learning

slide16

Student feedback on pharmacology podcasts.

Qualitative Feedback

“Just wanted to say that all lectures should be made available in this format. It really was invaluable as a revision tool for busy people”

“I feel it would be good to have more of the pharmacology lectures put onto podcast eg cardiovascular, antimicrobials etc”

“For pharmacists pharmacology podcasts probably less helpful than for nurses. Some stuff on ethics and examinations would be helpful.”

“The podcasts should be used in all courses. They are very useful.”

slide17

Disadvantages of podcasts.

  • Time consuming
  • Managing students unrealistic expectations
  • Encourage dependency
  • Encourage ‘rote learning’ rather than developing understanding