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EFFECTIVE TRAINING OF PhD STUDENTS WITH EVIDENCE-BASED PHARMACY – THE USE OF ONLINE MULTI-MODULE COURSE

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Panczyk M., Cieślak I., Zarzeka A., Jaworski M., Gotlib J.
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The objective of the study was to assess the Evidence-Based Practice Profile of PhD students at the Faculty of Pharmacy at Medical University of Warsaw. The study participants were 36 PhD students (72% women), including graduates with the title of Master of Sciences of Pharmacy (N=30) or Medical Laboratory (N=6). The data to determine the EBP profile of the PhD students from the Evidence-Based Practice Profile Questionnaire (EBP2Q) were collected using the CAPI method. Activity reports and the score for problems and analytical tasks obtained by students were generated from the MoodleTM e-learning platform. The evaluation concerned the relationship between specific domains comprising the EBP profile and the students' activity during the online course, as well as the results of the final tests (correlation coefficient (rp)). The total result and the score from specific domains, as obtained from EBP2Q, were average with the domination of lower results. The average time spent on the online course was about 7h, while the most time was spent on studying "Secondary data analyses: meta-analysis and systematic review" by the PhD students (average 1.5 h). The most difficult tests were the meta-analysis interpretation tests and the tests for guidelines for clinical practice. A significant correlation was observed between the number of hits and the score for tasks (rp = 0.661, p < 0.001). As the expected educational results depended on the involvement of PhD students in the online course, activating educational forms should be introduced to the course, such as workshops or project tasks.
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