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Abstract 2 Podium Session 1: Pharmacology for Science Students Friday 09 June, 08:45 – 10:15

Abstract 2 Podium Session 1: Pharmacology for Science Students Friday 09 June, 08:45 – 10:15. Successful Hons. B.Sc. Degree Program in Pharmacology and CPD via the Internet. Christiaan B. Brink, Antoinette Bisschoff & Adelle Lotter Potchefstroom University for CHE, South Africa. Slide no. 1.

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Abstract 2 Podium Session 1: Pharmacology for Science Students Friday 09 June, 08:45 – 10:15

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  1. Abstract 2Podium Session 1:Pharmacology for Science StudentsFriday 09 June, 08:45 – 10:15 Successful Hons. B.Sc. Degree Program in Pharmacology and CPD via the Internet Christiaan B. Brink, Antoinette Bisschoff & Adelle Lotter Potchefstroom University for CHE, South Africa Slide no.1 Updated May 2002

  2. Table of Contents • The Program • Target Group • Program Outcomes • Curriculum • Delivery Model • Outcomes Assessment • Learner Support • Survey (Client Service Satisfaction) • Our Experience • Conclusions (total of 15 slides) End of Slide

  3. Target Group • Medical Practitioners • Pharmacists • Related disciplines (particular modules) • Dentists • Psychologists • Nurses • Diverse End of Slide

  4. Programme Outcomes Successful completion of the Hons. B.Sc. Program in Pharmacology will enable the prescribing medical practitioner and persons in related disciplines to make a responsible selection of drugsbased on pharmacologicaland ethical principles in the best interest of the patient. End of Slide

  5. Core Modules Module 1:Principles of Pharmacokinetics Module 2: Principles of Pharmacodynamics (160 h). Module 3: Drugs and the Peripheral Nervous System (80 h). Module 4: Drugs and the Central Nervous System (160 h). Module 5: Drugs and the Renal and Cardiovascular Systems (160 h). Module 6: Drugs for Pain, Inflammation, Fever and Airways Disease (160 h). Module 7: Chemotherapy of Infections and Infestations (160 h). Module 8: Hormones, Hormonoids and Hormone Antagonists (160 h). Final Module Module 13:Integrated Pharmacology(80 h). Curriculum Module 0: Basic Computer and Internet Skills (80 h) Elective Modules Module 9:Drugs for GIT and Skin Disorders(80 h). Module 10:Vitamins, Haematopoietics and Immunopharmacology(80 h). Module 11:Advanced Pharmacological Principles(80 h). Module 12:Evidence Based Medicine(80 h). Integrated in modules:Ethical Values in Drug Treatment. End of Slide

  6. An online-offline model Delivery Model • Offline • CD-ROM • Learning Environm.(Varsite) • Mini-Presentations • Downloaded • Study Guide • Printed Text • Prescr. Textbooks • Printed Articles • Additional Notes • Online • Internet • General Support • Communication • Outcomes Assessments • Downloadable Study Material • E-journals • Databases End of Slide

  7. Learner Support Continuous support via Internet-based discussion forums, e-mail, telephone & fax: • Telematic Learning Systems • Registration & finances • Dispatch of study materials • Exams & marks • Diverse (helpdesk) • Marketing and client service surveys • Academic support • Technical support • Computer hardware & software • Internet, etc. End of Slide

  8. Outcomes Assessment Per Module: 3 Internet-based methods • Written assignment • Exam paper • Group discussion (subject expert & ethical facilitators) • Programme: Telephone / Video conf. • Oral exam (external examiner) End of Slide

  9. Client Service Survey • Goal: To evaluate level of client satisfaction • Methodology • questionnaires (all 49 students) via mail • measuring five service dimensions: “Tangibility”, “Reliability”, “Responsiveness”, “Assurance”, “Empathy”(Parasuraman et al., 1985; Lovelock, 2000: 135) • five-point Likert judgmental scaleranging from 1 (very poor/never) to 5 (very good/always) • 38% response rate (19 questionnaires returned) • Work-up of data • Data are reliable (Cronbach Alpha coefficient = 0.85) (McDaniel & Gates, 1999) • Likert scale was converted to percentage and adapted to reflect perceptions more accurately (Schreuder, 2001) End of Slide

  10. Survey Results < 65% unsatisfacory ; > 70% satisfactory ; > 80% very satisfactory (Schreuder, 2001) End of Slide

  11. Survey Conclusions • All service dimensions measure satisfactorily • The service mixture is balanced amongst the five service dimensions • No basic service inadequacies - align staff, processes and technology to achieve exceptionally high service quality End of Slide

  12. Client Profile & Expectations • Client Profile • Health care professionals (medical doctors & pharmacists) • Extensive previous tertiary exposure • Private practise with own enterprise • Sophisticated and Influential • Self-motivated • Expectations • Clients communicate expectations (and disappointments) promptly and clearly • Expect relevant and high quality study material • Zero tolerance towards service errors (fostered by profession) • Absolute time efficiency, since time is a scarce resource (rapid feedback, after hours service) • In summary:These clients expect exceptional standards and service delivery End of Slide

  13. Our Experience • Time consuming: The program is time consuming for both part-time student & presenter • Student Feedback: Excellent learning experience - outcomes-based, interactive study guides and use of WWW and communication via Internet was implemented successfully • On-campus applicability: Some features of this mode of delivery and its study material can be used synergistically with on-campus contact sessions End of Slide

  14. Final Conclusions This Internet-assisted learningprogramme in pharmacology: • contributes to improve the viability of compulsory CPD for health care professionals in South Africa, • addresses the problem of vast distances, yet still provides fair interpersonal interaction, • stimulates life long learning in pharmacology in South Africa and abroad. End of Slide

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  16. Bibliography • Lovelock, C. 2000. Services marketing. 4th edition. Prentice Hall: New York. • McDaniel, C. & Gates, R. 1999. Contemporary marketing research. 4th Edition. South Western University Publications: Cincinnatti. • Schreuder, A.N. 2001. Personal Interview. Pretoria.

  17. alexdemo.puk.ac.za/ A new and comprehensive virtual learning environment • Learning Content Management System (LCMS) • Learning Management System (LMS) • Developed for distance learning and residential student learning facilitation • Launched in April 2002 (developed by the Potchefstroom University), • All normal functionalities, but unique in design and data exchange between the database and user interface Back

  18. alexdemo.puk.ac.za/ To the students Varsite is: • A virtual learning environment, in other words they • can get access to enriched learning material (links to appropriate web sites, etc) • hand in assignments, done in electronic formats, ex. Word, Excel • they get timely messages from the lecturer (announcements), • they can communicate to fellow students and lecturers (forums) • write tests via the assessment system • can maintain personal web pages that can be accessed by fellow students and job providers • an environment from which they can query the back-end systems for results, exam dates, financial information, etc.

  19. alexdemo.puk.ac.za/ To the lecturer Varsite is: • easy creation of learning content (no HTML knowledge required) • delivering enriched learning content • sending announcements to students • accepting assignments • creating discussion forums and following and contributing to student discussions • easy creation of question banks • creating tests based on set criteria • tracking student participation

  20. alexdemo.puk.ac.za/ In the background, Varsite is • a Learning Content Management System (LCMS). • An integrated set of technology that manages all aspects of learning content. This includes authoring, content history, auditing, replacement and deletion. • a Learning Management System (LMS) • A full infrastructure on which e-learning can be built and delivered. An LMS (and Varsite) has the following main components: • registration capabilities (curriculum, courses, instructional responsibilities) • administration of curriculum and courses • student skills and records management • student interfaces to courseware, including the ability to launch a course or interact with an LCMS • learning programs administration (e.g., test and assessment capabilities, certification; also, instructor assignment to the courses, any regulatory requirements and history) • external system application programming interfaces (APIs), including human resources

  21. alexdemo.puk.ac.za/ • What makes Varsiteunique, is not the functionalities of the system, but the way these functionalities were designed and implemented from database level all the way through to the user interface. • The Varsitevirtual learning environment provides a platform for distanceeducation as well as a mechanism to facilitate the shift from teaching to learning for residentialstudents

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