Using Assessment Design Decision Framework in understanding the impact of rapid transition to remote education on student assessment in health-related colleges: A qualitative study

Video Lecture Capture in Pharmacy Education: Insights From the Pandemic Experience

The COVID-19 pandemic prompted an abrupt and widespread transition to remote learning, compelling higher education institutions to swiftly adjust to novel modalities. This study examines the post-pandemic insights and benefits of technology-enhanced learning (TEL), particularly archived video lecture capture systems, in facilitating undergraduate pharmacy education during and beyond the pandemic. Through a quantitative analysis of archival lecture views, we sought to identify critical elements that enabled a successful transition to remote learning, providing insights into sustainable educational methods for future disruptions. Our analysis indicated a substantial rise in weekly views of lecture archived recordings during the pandemic, with Spring 2020 achieving 452 views compared to 291 in Spring 2019. Usage surges transpired during weeks 11-13 of Spring 2020, aligning with the sudden transition to remote learning and a temporary postponement of assessments. A comparative analysis of archived lectures from Spring 2019 (delivered before the pandemic) at two intervals - November 2019 and September 2020 - revealed a significant rise in views following the pandemic. The temporal analysis of lecture archives access indicated that students sustained their after-hours watching patterns, with a peak occurring between 6 PM and 9 PM, particularly before major exams. Nevertheless, the frequency of access significantly increased after the pandemic. This study emphasizes the strategic importance of video lecture recording in enhancing resilience within higher education institutions, facilitating students' learning continuity, and equipping institutions for possible future disruptions. These technologies facilitate flexible, autonomous learning, catering to diverse student needs and learning styles. They also support faculty professional development by encouraging reflective practice and data analysis to improve teaching methods. Furthermore, video recording facilitates instructor collaboration and acts as a vital resource for ongoing education, allowing students to revisit complex topics. Integrating TEL and video capture systems into the conventional academic framework enables higher education to improve its readiness and adaptability to uphold educational quality during unexpected occurrences.

Correction: Using Assessment Design Decision Framework in understanding the impact of rapid transition to remote education on student assessment in health-related colleges: A qualitative study

[This corrects the article DOI: 10.1371/journal.pone.0254444.].

COVID-19-Driven Improvements and Innovations in Pharmacy Education: A Scoping Review

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.

Digital pharmacists: the new wave in pharmacy practice and education

Pharmacists now face the biggest challenges in the history of the profession: the use of digital technologies in pharmacy practice and education and the outbreak of coronavirus disease 2019. Worldwide, pharmaceutical care and pharmacy education via digital technologies have significantly increased and will be incorporated into patient care and the teaching–learning process, respectively. Thus, in this new era of pharmacy practice and education, curricula should promote the development of specific competencies for the cognitive, conscious, and effective use of digital tools. This requires the training of “disruptive” educators, who are capable of using teaching–learning methods adapted to the digital environment and educational processes suitable for stimulating the use of effective disruptive technologies. This commentary argues that the pharmacy profession can no longer wait for the slow integration of digital technologies into pharmacy practice and education.