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ISSN: 2376-0419

Journal of Pharmaceutical Care & Health Systems
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Research Article

A Report of Second Year Pharmacy Students’ Experience after Using a Virtual Dispensing Program

Majd Dameh*
Pharmacy Department, Fatima College of Health Sciences, Abu Dhabi, United Arab Emirates
Corresponding Author : Dr. Majd Dameh
Senior Lecturer, Pharmacy Department
Fatima College of Health Sciences
Abu Dhabi, P.O Box: 3798, UAE
Tel: +97125078649
Fax: +97l24018243
E-mail: [email protected]
Received February 18, 2015; Accepted March 08, 2015; Published March 16, 2015
Citation: Dameh M (2015) A Report of Second Year Pharmacy Students’ Experience after Using a Virtual Dispensing Program. J Pharma Care Health Sys S2:003. doi:10.4172/2376-0419.1000-S2-003
Copyright: © 2015 Dameh M. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

Abstract

Objective: The purpose of this study was to report second year pharmacy students’ experience after using a virtual dispensing program. Methods: Thirty three second year pharmacy students were invited to participate in this study, after completing 14 three-hour tutorials using a virtual dispensing program, over two semesters. They completed a survey consisting of; three demographic questions, 20 unpaired items requiring responses on a Likert Scale and three open-ended questions about their views and recommendations for enhancing their learning experience. A focus group discussion was conducted to allow the students to elaborate on their open-ended responses. Students’ responses were analyzed qualitatively and quantitatively using summary statistics. Results: All the students (100%) “agreed” or “strongly agreed” that the virtual dispensing program was a useful pharmacy practice learning tool. They reported that it improved their understanding of the dispensing process (97%), the legal and professional requirements for dispensing prescription medicines (94%), as well as other pharmacy practice material taught in lectures (97%). Only 18% “agreed” or “strongly agreed” that the virtual dispensing program did not facilitate their learning. Modifying the characteristics and appearance of the avatars used in the program to match the local context, augmenting virtual dispensing tutorials with hands-on dispensing experience using commercially available dispensing programs and observational placements at community and hospital pharmacies, are some of the recommendations made by students to enhance their learning about the dispensing process. Conclusion: Overall the students in our study were satisfied with the use of a virtual dispensing program in learning about the dispensing process. They enjoyed using the program and found it to be a beneficial tool for pharmacy practice education.

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