Research on the Effectiveness of Transferring Skills with the Use of E-Learning in the Precision of Blood Pressure Measurement Conducted by Pharmacists

• Authors: Krzysztof Nesterowicz
• Languages of publication: EN

Abstracts

EN

E-learning is widespread among pharmacists who take part in the continuing education courses. The fast development of e-learning platforms which provide educational courses has been noted. There is a need of standardization and validation of distance learning courses, especially as they have started to be recognized and accredited by continuing pharmacy education centres, pharmaceutical societies, chambers or other institutions which supervise the continuing education process. The study is focused on exploring the transfer of skills related to the proper measurement of blood pressure by mechanical sphygmomanometer with aneroid manometer and stethoscope. The transfer of skills takes place in the research by two learning methods: e-learning and stationary course. Their effectiveness is compared to each other. The received p-value from the analysis of the precision of measurement in both groups is 0.9376. It is higher from the established statistical significance level 0.05. Therefore the hypothesis H0 is not excluded. The verified hypothesis H0 assumes that the difference between analyzed parameters from both samples is null:25 H0 : Ɵ 1 = Ɵ 2 There is not observed any difference in precision of measuring blood pressure between both groups with established statistical significance level 0.05. E-learning shows to be an effective tool not only in transferring knowledge but also in obtaining special skills needed for pharmacists in their daily work.

Keywords

EN

Blood pressure measurement; E-learning; Evaluating the effectiveness of e-learning in transferring skills; Pharmacists; Skills

Discipline

• PHARMACOLOGY: PHARMACOLOGY

• Publisher: Towarzystwo Doktorantów. Uniwersytet Jagielloński
• Journal: Zeszyty Naukowe Towarzystwa Doktorantów Uniwersytetu Jagiellońskiego. Nauki Ścisłe
• Year: 2012
• Issue: 5
• Pages: 7-17

Contributors

author

Krzysztof Nesterowicz

• Uniwersytet Jagielloński

References

• Zieliński R., Siedem wykładów wprowadzających do statystyki matematycznej, Warszawa 2004. [Online]. Available at: http://www.impan.gov.pl/~rziel/7ALL.pdf [07.12.2012].
• Rosenberg M. J., E-learning: Strategies for Delivering Knowledge in the Digital Age, McGraw-Hill Professional, 2001, s. 16–17.
• Brandys J., Mendyk A. et al., An e-Learning System for Pharmacist Continuing Education in Poland, Pharmacy Education, March 2006, 6 (1), s. 65–70.
• e-dukacja.pl [homepage on the Internet], © e-dukacja.pl 2004–2012 centrum farmaceutycznych szkoleń on-line. Available from: http://www.e-dukacja.pl/ [11.10.2012].
• Mendyk A., Polak M. et al., System e-duk@cja wczoraj, dziś i jutro, „Aptekarz Polski” January 2009, no. 29/7, s. 7–9.
• Nesterowicz K., Mendyk A. et al., E-Learning in Continuing Pharmaceutical Education in Poland, “Bio-Algorithms and Med–Systems” Vol. 7, No. 13, 2011, s. 11–15
• O’Brien E. et al., Practice Guidelines of the European Society of Hypertension for Clinic, Ambulatory and Self Blood Pressure Measurement, “Journal of Hypertension” 2005, 23, s. 697–701
• O’Brien E., Petrie J. et al, Blood Pressure Measurement: Recommendations of the British Hypertension Society, 3rd ed., British Medical Journal Publishing Group, London 1997
• VBoard [homepage on the Internet], VBoard Copyright © 2004–2012. Available at: http://papaver.farmacja.cm-uj.krakow.pl/vboard/ [11.10.2012].
• O’Brien E., A Century of Confusion: Which Bladder for Accurate Blood Pressure Measurement?, “Journal of Human Hypertension” 1996, 10, s. 565–572.
• O’Connor J., Robertson J. et al., Student’s t-Test, MacTutor History of Mathematics Archive, University of St Andrews. [Online]. Available at: http://www-history.mcs.standrews.ac.uk/Biographies/Gosset.html [11.10.2012].
• Statsoft® [homepage on the Internet], © Statsoft Polska 1995–2012. Available from: http://www.statsoft.pl/ [11.10.2012].
• Sobczyk M., Statystyka. Podstawy teoretyczne, przykłady – zadania, UMCS, May 1998
• Clark C. Ruth, Mayer E. Richard, e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning, John Wiley & Sons, 2011, s. 20
• Romanelli F., Bird E., Ryan M., Learning styles: a review of theory, application, and best practices, “American Journal of Pharmacy Education”, February 2009, 19, 73 (1), s. 9.
• Cook D. A., Learning and cognitive styles in web-based learning: theory, evidence, and application, “Academic Medicine: Journal of the Association of American Medical Colleges” March 2005, 80 (3), s. 266–278.
• Cook D. A., Thompson W.G., Thomas K.G., Thomas M.R., Lack of interaction between sensing-intuitive learning styles and problem-first versus information-first instruction: a randomized crossover trial, “Advances in Health Sciences Education: Theory and Practice” March 2009, 14 (1), s. 79–90, epub 2007 Nov 24.
• Cook D. A., Thompson W. G., Thomas K. G., Thomas M. R., Pankratz V. S., Impact of self-assessment questions and learning styles in Web-based learning: a randomized, controlled, crossover trial, “Academic Medicine: Journal of the Association of American Medical Colleges” March 2006, 81 (3), s. 231–238.
• McNulty J. A., Espiritu B., Halsey M., Mendez M., Personality preference influences medical student use of specific computer-aided instruction (CAI), “BMC Medical Education” 2006, 6, s. 7.
• Brown T. et al., Are learning style preferences of health science students predictive of their attitudes towards e-learning?, “Australasian Journal of Educational Technology” 2009, 25 (4), s. 524–543.
• Craig J.C., E 2 : Efficient and Effective e-Learning, A Dissertation Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy, Capella University, October 2007.

• Document Type: article