1. Evaluation of web-based learning sets for a post-graduate Community Pharmacist Programme Shivaun Gammie Clinical Lecturer, Medway School of Pharmacy s.m.gammie@kent.ac.uk

2. Pharmacy PG Education The majority of pharmacists work in either Community Pharmacy (71%) or Hospital Pharmacy (21%) 4 year MPharm, pre-registration year and professional examination Hospital pharmacy – Early years PG training established General Level Framework (GLF) Competency Framework Diploma in General Pharmacy Practice Joint Programmes Board (JPB) partnership Community pharmacy – NHS Contract encourages change from a dispensary to a clinical service e.g. Medication Use Reviews (Patient Consultations)  No established PG programme  Remote, single-handed, isolated practitioners

3. Remote Learning Sets To run outside of standard working hours (evenings and weekends) We needed:- Web-based learning environment Real-time participation and a recordable option for later access Encourage and support full participation (see, talk and type) Require minimal technical ability and IT support (Assume participants have limited computer use)

4. dimdim Audio-visual through webcams and microphone Whiteboard for both presenter and participants to write on File viewing e.g. Powerpoint® slides, pdf files Links to websites for participants to use Participant viewing of presenter’s computer screen Discussion thread – “public chat” and individual messaging Instant feedback from participants – set mood function

5. Getting started Recruitment – 8 Community Pharmacists plus tutors Familiarisation with technology Computer session at face-to-face study day Individual technical checks 1 st “live” learning set (lesson plan) Telephone conferencing as a back-up Student feedback

6. What went wrong? Technical failure 1 of 4 planned learning sets used the technology (rest – telephone!) Loss of connections - ? Broadband Time delays Poor sound quality – time delays and echo – even with a complicated system for sound checks and assigning microphones Additional “un-named” participants Webcam removed Record option not used Feeling of isolation and helplessness

7. What did I learn? Completely different teaching experience Different resources required and developed e.g. participant and tutor instructions, lesson plans (structured / different from face to face learning) Place of web-based learning sets Have a back-up! Student feedback Area for expansion post 2012? “When it works it is the best technology. Anybody will enjoy using it.”

8. How was student learning enhanced? Access to PG learning Flexibility High acceptability “It is programme every community pharmacist could pursue to improve the practice of pharmacy in the Community. My money is well spent.” “This course has improved my knowledge and confidence so that I enjoy practising as Community Pharmacist now. I now see myself as a professional and now, speaking to and answering queries from GPs, is no longer a problem but a part of my work. It has helped me to do my enhanced and advanced services better. I will therefore recommend any pharmacist who wants to develop as a pharmacy practitioner to undertake this course.”

9. Recommendation 1 A review of available virtual classrooms is required to determine whether there is a cost-effective, reliable system for participants with standard, domestic broadband access which allows two or more participants to speak at the same time documents, slides and websites to be shared discussion threads recordable version for those practitioners unable to join the event live

10. Recommendation 2 An infrastructure should be established to support the use of web-based learning sets for post-graduate education recognising that learning events are likely to occur outside of normal working hours. This should include reliable virtual classroom systems (as previously) computers set up for web-based learning in areas of the campus used outside of normal working hours e.g. library with access to back-up systems e.g. teleconferencing technical expertise and support recognition of revised working patterns in staff contracts