First-Year Drug-store Students' Laptop Experience and Attitudes David W. Tysinger
Office of Medical Education, University of Texas South west Medical Center at Dallas, 5323 Harry Hines Boulevard, MC 9065, Dallas TX 75235-9006-9065
Edward L. Armstrong
College or university of Pharmacy, University of Arizona, Tucson AZ 85721
The purpose of this study was to determine first-year doctor of pharmacy students' computer backgrounds and perceptions. Fifty pupils completed a survey that assessed their particular computer experience, types society used, and attitudes regarding computers. Almost all students (70 percent) acquired used your computer at least once per month in the previous season. Most (54 percent) acquired home personal computers; however , forty percent stated they depended on a school-based computer laboratory. Software make use of ranged from an increased of 80% (word-processing) to a low of eight percent (statistical package). About half (46 percent) said they would use a chart. Regardless of application they used, students labeled themselves because novice users. Most mentioned positive perceptions about pcs, but twenty two percent said they were concerned about learning how to use computer systems. Students seen computers while important parts of their professional education, although appeared to desire courses that included the two computer and human pieces. These studies suggest that teachers should consider differences in students' behaviour about and experiences with computers when planning computer-based course assignments and developing computer-based instructional innovative developments.
Pharmacists now use pcs to perform various critical affected person care tasks(1-2). For example , they rapidly access patient and medication data(3), carry out critical non-distributive activities(4), and document their actions (1, 5). The likelihood that pharmaceutical drug computer applications will broaden in the future(6) has been shown in curricular guidelines that suggest Doctor of Chemist graduates " apply laptop skills and technological advances to practiceвЂќ(7). Several elements have improved pharmacy students' use of computer systems. Pharmacy teachers predicted how computers could possibly be used in drug-store practice and helped pupils acquire laptop skills(8), assessed students' assurance using computers(9), developed computer software to enhance college student learning(10, 11), and bundled computers in courses and curricula(12, 13). Pharmacy schools also recognized that their students needed pc skills to make computers available to students(14). Additionally , curricular standards emphasized that system graduates must be able to work with computers within their future practice(7). Finally, a greater demand for certain types of professional companies stimulated computer system use in various types of pharmacy settings(1, 2). Other well being professions also recognized that computer systems could perform key tasks in education and practice. In its section on medical information scientific research skills, the 1984 Doctors for the Twenty-First Century: The GPEP Report(15) recommended that medical students possess specific computer system skills. More recently, the ACME-TRI Report(16) exceeded earlier advice and emphasized that medical schools ought to develop the pc skills of students and school and recommended that institutions support integration of computer systems into training. That support is
evident in the widespread availability of computers in medical schools(17) and the strategies of a few seventy-three medical schools to add computer technology in their curricula(18). Previous survey findings of learners' computer encounters and perceptions can be indicated in one word: selection. Most research found that almost all learners had used pcs: pharmacy college students: 87. a couple of percent(19); initially and second-year medical college students: 87 percent(20); and medical residents: 91 percent(21). Surveys of pharmacy students discovered that they were moderately self-confident about using personal computers(9), most (92. 5 percent) did not very own...
References: (1) Baker, K. R., " Why pharmacists should document their activities, вЂќ Are. Phar. NS31, 878-881(1991). (2) Armstrong, Electronic. P., " DUE software program highlights healing issues, вЂќ ibid., NS32, 806-810(1992). (3) Cataldo, R., " OBRA вЂ90 as well as your pharmacy personal computer, вЂќ ibid., NS32, 895-897(1992). (4) Rupp, M. Big t., " Analysis of recommending errors and pharmacist concours in community practice: An estimate of вЂvalue added', вЂќ ibid., NS28, 766-770(1988). (5) Strand, M. M., Cipolle, R. T., and Morley, P. C., " Recording the
medical pharmacist's activities: Back to fundamentals, вЂќ Drug Intell. Clin. Pharm., twenty-two. 63-66(1988). (6) Tootelian, Deb., " Computer system applications to get marketing providers, monitoring individuals, вЂќ I am. Pharm., NS32. 913-921(1992). (7) American Council on Pharmaceutical drug Education, " The Suggested Revision of Accreditation Criteria and Recommendations for the Professional Program in Pharmacy Leading to the Doctor of Pharmacy Level. вЂќ Requirements for Curriculum. Standard Number 10, Specialist Competencies., 04 7, 93. (8) Speedie, S. M., " A computer literacy course for pharmacy students, вЂќ Am. J. Pharm. Educ., 44, 158-160(1980). (9) Ortiz, M. S., and Hunter, T. T., " Development of a scale to evaluate pharmacy scholar confidence employing personal computers, вЂќ ibid., 57, 130-134(1993). (10) Newton, G. D., Popovich, N. G., and Lehman, J. D., Development and evaluation of computer-assisted guided design for problem solving teaching in self-care pharmacy practice, вЂќ ibid., 55, 301-310(1991). (11) Hayton, W. D., and Collins, P. L., " STELLA ARTOIS LAGER: Simulation computer software for the pharmacokinetics class room, вЂќ ibid., 55, 131-134(1991). (12) Reiss, B. " Integration of library methods into the pharmaceutics curriculum, вЂќ ibid., 55(Suppl. ), 140S(1991). (13) Longstreth, J. A. " The usage of library skills through the curriculum with the St . Paillette Colleae of Pharmacy, вЂќ Am. L. Pharm. Educ., 55(Suppl. ). 140S(1991). (14) Editors of Computer Talk, " Drug-store education: Formulating the future, вЂќ ComputerTalk, 18-26(May/June 1993). (15) Matheson, In., and Lindberg, D. A. B., " Subgroup record on medical information scientific research skills, вЂќ J. Scientif. Educ., 59(Suppl., Part 2). 155159(1984). (16) Association of yankee Medical Universities, ACME-TRI Report: Assessing Enhancements made on Medical Education, The Road to Implementation, Buenos aires, DC (1992), pp. 49-50. (17) Ross, D. W., and Melnick, D. Electronic., " An inventory of the personal computers for students' use by 143 U. S. and Canadian medical schools, вЂќ Acad, Scientif., 66, 232-234(1991). (18) Rootenberg, J. M., " Data technologies in U. H. medical schools: Clinical procedures outpace academics applications, вЂќ JAMA, 268, 31063107(1992). (19) Anderson-Harper, HM, Mason, L. L., and Popovich, N. G., " Attitudes and beliefs of pharmacy students about using computers for instruction. вЂќ Am. J. Pharm. Educ., 54, 263-268(1990). (20) Kues, J. L., and Vemy, R. G., " Understanding and utilization of computers among preclinical medical students, вЂќ Research in Medical Education, Proceedings in the Twenty-Eighth Total annual Conference, Gross annual Meeting from the Association of American Medical Universities, Washington POWER, 3-8(October 27-November 2, 1989). (21) Whiteside, M. Farreneheit., Tysinger, M. W., and Peirce, L. C., " Residents ' knowledge about and attitudes toward use of pcs, вЂќ Train. Learn. Mediterranean sea., 5, 138-142(1993).
American Diary of Pharmaceutical Education Vol. 59, Spring 1995
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