Self-paced online learning modules for pharmacy practice educators: Development and preliminary evaluation.

ABSTRACT

BACKGROUND AND PURPOSE: The purpose of this paper is to describe the development of a series of six, self-paced online practice educator development modules and to describe the preliminary program evaluation conducted for them. EDUCATIONAL ACTIVITY AND SETTING: Six online learning modules were developed. In the preliminary program evaluation, a mixed methods approach was used to investigate whether module content was effective in conveying useful information to practice educators and was reaching those at a geographic distance from the University of British Columbia (UBC) in Vancouver, Canada. User demographic data, module completion results, user evaluation survey responses, and content expert reviews of the modules were collected and analyzed for quality assurance and program evaluation. FINDINGS: The preliminary evaluation results indicated a positive response. The evaluation survey results showed that most practice educators found their understanding of the subject had increased from their personal baseline after completing the module. From the total of 197 users that had registered for the Practice Educator Resource Centre and self-declared their geographic location, 56% were categorized as being within the Lower Mainland, while 44% were located outside of this area, at a geographic distance from UBC. DISCUSSION: This early data indicated the modules were reaching practice educators across BC. Continual evaluation will be needed to support the preliminary positive practice educator user experience. SUMMARY: The self-paced online practice educator modules are an accessible and possibly effective means of providing skills and training to new and current pharmacy practice educators.