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Neville MW, Palmer R, Elder D, et al. Evaluating the Effects of Flexible Learning about Aseptic Compounding on First-year Students in a Pharmacy Skills Laboratory. Am J Pharm Educ. 2015;79(6):91doi: 10.5688/ajpe79691.
Neville, M. W., Palmer, R., Elder, D., Fulford, M., Morris, S., & Sappington, K. (2015). Evaluating the Effects of Flexible Learning about Aseptic Compounding on First-year Students in a Pharmacy Skills Laboratory. American journal of pharmaceutical education, 79(6), 91. https://doi.org/10.5688/ajpe79691
Neville, Michael W, et al. "Evaluating the Effects of Flexible Learning about Aseptic Compounding on First-year Students in a Pharmacy Skills Laboratory." American journal of pharmaceutical education vol. 79,6 (2015): 91. doi: https://doi.org/10.5688/ajpe79691
Neville MW, Palmer R, Elder D, Fulford M, Morris S, Sappington K. Evaluating the Effects of Flexible Learning about Aseptic Compounding on First-year Students in a Pharmacy Skills Laboratory. Am J Pharm Educ. 2015 Aug 25;79(6):91. doi: 10.5688/ajpe79691. PMID: 26430278; PMCID: PMC4584383.
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Am J Pharm Educ. 2015 Aug 25;79(6):91. doi: 10.5688/ajpe79691.

Evaluating the Effects of Flexible Learning about Aseptic Compounding on First-year Students in a Pharmacy Skills Laboratory.

American journal of pharmaceutical education

Michael W Neville, Russ Palmer, Deborah Elder, Michael Fulford, Steve Morris, Kellie Sappington

Affiliations

  1. University of Georgia College of Pharmacy. Athens, Georgia.
  2. University of Georgia, Athens, Georgia.

PMID: 26430278 PMCID: PMC4584383 DOI: 10.5688/ajpe79691

Abstract

OBJECTIVE: To evaluate how flexible learning via online video review affects the ability and confidence of first-year (P1) pharmacy students to accurately compound aseptic preparations.

DESIGN: Customary instructions and assignments for aseptic compounding were provided to students, who were given unlimited access to 5 short review videos in addition to customary instruction. Student self-confidence was assessed online, and faculty members evaluated students' aseptic technique at the conclusion of the semester.

ASSESSMENT: No significant difference on final assessment scores was observed between those who viewed videos and those who did not. Student self-confidence scores increased significantly from baseline, but were not significantly higher for those who viewed videos than for those who did not.

CONCLUSION: First-year students performed well on final aseptic compounding assessments, and those who viewed videos had a slight advantage. Student self-confidence improved over the semester regardless of whether or not students accessed review videos.

Keywords: aseptic compounding; assessment; confidence; flexible learning

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