Presentation Description
Yen-Ming Huang
Hsun-Yu Chan and Yunn‐Fang Ho
Hsun-Yu Chan and Yunn‐Fang Ho
Background:
We devised a teaching program incorporating a blended multimedia learning approach to facilitate medication consultation learning among pharmacy students. The study aimed to evaluate the impact of a blended learning program on students’ self-efficacy and skills in medication counseling.
We devised a teaching program incorporating a blended multimedia learning approach to facilitate medication consultation learning among pharmacy students. The study aimed to evaluate the impact of a blended learning program on students’ self-efficacy and skills in medication counseling.
Methods:
This study utilized the multimedia learning theory to create instructional materials and assess skill development among two sets of undergraduate students (Class of 2025 and 2026) enrolled in Introduction to Community Pharmacy separately in 2022 and 2023. In the control group (Class of 2025), students underwent a 4-week PowerPoint-based communication skills instruction. Then, we developed 6 videos illustrating common scenarios of over-the- counter (OTC) medication counseling in community pharmacies. For the intervention group (Class of 2026), a 3-week PowerPoint instruction was followed by a week-long video-enhanced communication skills training. To gauge effectiveness of the interventions, a pre-to-post survey measured students' self-efficacy in OTC counseling. Practical skills were evaluated through role-playing with standardized patients, using a structured checklist. Additionally, semi- structured interviews were conducted to gather insights into students' perceptions of the medication counseling approach.
This study utilized the multimedia learning theory to create instructional materials and assess skill development among two sets of undergraduate students (Class of 2025 and 2026) enrolled in Introduction to Community Pharmacy separately in 2022 and 2023. In the control group (Class of 2025), students underwent a 4-week PowerPoint-based communication skills instruction. Then, we developed 6 videos illustrating common scenarios of over-the- counter (OTC) medication counseling in community pharmacies. For the intervention group (Class of 2026), a 3-week PowerPoint instruction was followed by a week-long video-enhanced communication skills training. To gauge effectiveness of the interventions, a pre-to-post survey measured students' self-efficacy in OTC counseling. Practical skills were evaluated through role-playing with standardized patients, using a structured checklist. Additionally, semi- structured interviews were conducted to gather insights into students' perceptions of the medication counseling approach.
Results:
After the courses, the intervention group students showed higher self-efficacy and improved OTC counseling skills compared to the control group (p < 0.05). Blended multimedia teaching resulted in better OTC counseling skills than traditional lecture-based teaching (p < 0.05). The students emphasized the value of scenario-based videos in aiding their conceptualization of rich and dynamic simulated situations. These videos simplified language and synchronized visuals with audio, enabling students to enhance their OTC counseling approaches in complex social settings. The students found these videos especially useful for grasping vital communication skills like active listening and empathy, as they facilitated the visualization of crucial yet abstract concepts.
After the courses, the intervention group students showed higher self-efficacy and improved OTC counseling skills compared to the control group (p < 0.05). Blended multimedia teaching resulted in better OTC counseling skills than traditional lecture-based teaching (p < 0.05). The students emphasized the value of scenario-based videos in aiding their conceptualization of rich and dynamic simulated situations. These videos simplified language and synchronized visuals with audio, enabling students to enhance their OTC counseling approaches in complex social settings. The students found these videos especially useful for grasping vital communication skills like active listening and empathy, as they facilitated the visualization of crucial yet abstract concepts.
Conclusion:
The blended multimedia approach improves communication performance, suggesting potential improvements in the pharmacy practice course for better medication consultation.
The blended multimedia approach improves communication performance, suggesting potential improvements in the pharmacy practice course for better medication consultation.
References (maximum three)
- Huang YM, Chan HY, Wang YH, Ho YF. Effects of a blended multimedia teaching approach on self-efficacy and skills in over-the-counter medication counseling versus a lecture-based approach: Protocol for a prospective cohort study of undergraduate students from a pharmacy school in Taiwan. BMJ Open. 2023;13(1):e068738. doi:10.1136/bmjopen-2022-068738
- Huang YM, Wang YH, Chan HY, Chen LJ, Hsieh LL, Lee PI, Ho YF. Engaging consumers in wise use of over-the-counter medications in Taiwan: Development and evaluation of a structured medication counseling approach. Patient Educ Couns. 2022;105(4):942-8. doi:10.1016/j.pec.2021.08.009
- Huang YM, Chen LJ, Hsieh LL, Chan HY, Chen-Liu KCS, Ho YF. Evaluation of use, comprehensibility, and clarity of over-the-counter medicine labels: Consumers’ perspectives and needs in Taiwan. Health Soc Care Community. 2022;30(2):753-61. doi:10.1111/hsc.13190