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Courtney J, Titus-Lay E, Malhotra A, Nehira J, Mohamed I, Mente W, Le U, Buckley L, Feng X, Vinall R. COVID-19-Driven Improvements and Innovations in Pharmacy Education: A Scoping Review. PHARMACY 2022; 10:60. [PMID: 35736775 PMCID: PMC9227261 DOI: 10.3390/pharmacy10030060] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/01/2022] [Revised: 05/20/2022] [Accepted: 05/31/2022] [Indexed: 02/04/2023] Open
Abstract
The COVID-19 pandemic led to many colleges of pharmacy having to make major changes relating to their infrastructure and delivery of their curriculum within a very short time frame, including the transition of many components to an online setting. This scoping review sought to summarize what is known about the impact of COVID-19 on pharmacy education and the effectiveness of adaptation strategies which were put in place. PubMed, Web of Science, OVID Medline, and MedEdPortal were searched to identify pharmacy education-related articles published since the beginning of the COVID-19 pandemic. For article inclusion, the following criteria had to be met: described original research, related directly to PharmD or PharmBS education, related to the impact of COVID-19 on pharmacy education, and was available in English. Out of a total of 813 articles, 50 primary research articles were selected for inclusion. Our review of these identified four domains relating to the impact of COVID-19 on pharmacy education and/or effectiveness of adaptation strategies: (1) lab-based courses and activities (including interprofessional education activities), (2) experiential education, (3) didactic education, and (4) student well-being. The key research findings are summarized and discussed. While the COVID-19 pandemic has clearly brought many challenges to pharmacy education, it has also led to key improvements and innovations.
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Affiliation(s)
| | | | | | | | | | | | | | | | | | - Ruth Vinall
- College of Pharmacy, California Northstate University, Elk Grove, CA 95757, USA; (J.C.); (E.T.-L.); (A.M.); (J.N.); (I.M.); (W.M.); (U.L.); (L.B.); (X.F.)
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Hegazy NN, Elrafie NM, Saleh N, Youssry I, Ahmed SA, Yosef M, Ahmed MM, Rashwan NI, Abdel Malak HW, Girgis SA, M Hamed G, Hassan Abusalih H. Consensus Meeting Report "Technology Enhanced Assessment" in Covid-19 Time, MENA Regional Experiences and Reflections. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2021; 12:1449-1456. [PMID: 34934380 PMCID: PMC8684371 DOI: 10.2147/amep.s331829] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/14/2021] [Accepted: 11/29/2021] [Indexed: 05/05/2023]
Abstract
PURPOSE Majority of the assessments, appraisals and placements have been disturbed, with some being cancelled, postponed, or modified in design. New approaches for assessment should be well-thought-out. This work attempts at capturing the collective wisdom of educators in the Middle East and North Africa region (MENA), providing an understanding of the online assessment conceptual framework in the era of COVID-19 that tells the story rather than determining cause and effect, and identifying the biggest gaps that derail the digital transformation. METHODS A qualitative inductive study using the grounded theory approach was implemented following a synchronous virtual online meeting, a summary of the reflections as well as experiences of medical education experts was prepared. Data for this qualitative study were collected from the meeting. The meeting was video-recorded and transcribed by the researchers. Thematic analysis was performed by three separate researcher coders. The authors then discussed together until they reached a consensus. RESULTS Three main thematic areas were identified: 1) feasibility, 2) exam fairness/equity and 3) acceptable graduate attributes, society/community acceptance. CONCLUSION The COVID-19 era necessitated revisiting of our assessment strategies to cope with new changes within the available context. Rapid adaptation is required.
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Affiliation(s)
- Nagwa N Hegazy
- Family Medicine Department, Faculty of Medicine, Menoufia University, Shebin Elkom, Egypt
- Correspondence: Nagwa N Hegazy Email
| | - Noha M Elrafie
- Forensic Medicine and Toxicology Department, Faculty of Medicine, Ain Shams University, Cairo, Egypt
| | - Nermine Saleh
- Physiology Department, Faculty of Medicine, Ain Shams University, Cairo, Egypt
| | - Ilham Youssry
- Pediatrics Department, Faculty of Medicine, Cairo University, Cairo, Egypt
| | - Samar A Ahmed
- Forensic Medicine and Toxicology Department, Faculty of Medicine, Ain Shams University, Cairo, Egypt
- Faculty of Medicine, Delta University for science and technology, Dakahlia, Mansoura, Egypt
| | - Mostafa Yosef
- Community Environmental and Occupational Medicine Department, Faculty of Medicine, Ain Shams University, Cairo, Egypt
| | - Marwa M Ahmed
- Family Medicine Department, Faculty of Medicine, Cairo University, Cairo, Egypt
| | - Nagwan I Rashwan
- Pediatrics Department, Qena Faculty of Medicine, South Valley University, Qena, Egypt
| | - Hany W Abdel Malak
- Faculty of Medicine, Delta University for science and technology, Dakahlia, Mansoura, Egypt
- Anatomy & Embryology Department, Ain Shams University, Cairo, Egypt
| | - Samia A Girgis
- Clinical Pathology Department, Faculty of Medicine, Ain Shams University, Cairo, Egypt
| | - Gehane M Hamed
- Physiology Department, Faculty of Medicine, Ain Shams University, Cairo, Egypt
| | - Howeida Hassan Abusalih
- College of Health and rehabilitation Sciences, Princess Nourah Bint Abdulrahman University, Riyadh, Kingdom of Saudi Arabia
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