Digital literacy education for UK undergraduate pharmacy students: a mixed-methods study.

IF 1.5 Q3 PHARMACOLOGY & PHARMACY International Journal of Pharmacy Practice Pub Date : 2024-09-03 DOI:10.1093/ijpp/riae040
Mashael Alowais, Hamde Nazar, Clare Tolley
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Abstract

Objectives: Digital literacy is increasingly crucial in pharmacy practice, and relevant education and training are required to prepare the future workforce. This study aims to explore the current and planned inclusion of digital literacy education in the undergraduate curricula of UK pharmacy schools.

Methods: A mixed-methods approach was conducted with two phases. The first involved a content analysis of published curricula from all 30 UK pharmacy schools. The second phase included a survey based on the Health Education England Digital Capabilities Framework, distributed to academic staff across all pharmacy schools.

Key findings: Data from 14 pharmacy schools' curricula were included in the analysis, with 10 reporting digital literacy education. Key themes identified from the analysed documents included understanding of health informatics, applied informatics, information technology skills, and the emerging digital health technology. Nineteen respondents from 16 schools participated in the survey; digital literacy inclusion was reported by 18 participants. There was variable alignment of digital literacy competencies with the Health Education England framework. Digital literacy was mainly integrated into existing teaching sessions, predominantly through self-learning (n = 12). Electronic Health Records and remote counselling were the main focus areas within the curricula. Challenges in implementing digital literacy include a lack of expertise (n = 13), and time constraints (n = 10).

Conclusions: The trend towards embedding digital literacy in UK pharmacy curricula is clear, but disparities suggest the need for a more unified strategy. Recommendations include establishing a specific digital literacy framework aligned with professional needs, improving accessibility and transparency in curricula documents, and investing in faculty development.

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英国药学本科生的数字素养教育:一项混合方法研究。
目标:数字素养在药学实践中越来越重要,需要相关的教育和培训来培养未来的人才。本研究旨在探讨英国药学院本科课程中数字素养教育的现状和计划:研究采用混合方法,分为两个阶段。第一阶段是对英国所有 30 所药学院公布的课程进行内容分析。第二阶段包括一项基于英格兰卫生教育数字能力框架的调查,调查对象为所有药学院的教学人员:来自 14 所药学院的课程数据被纳入分析,其中 10 所药学院报告了数字扫盲教育。从分析文件中确定的关键主题包括对健康信息学、应用信息学、信息技术技能和新兴数字健康技术的理解。来自 16 所学校的 19 位受访者参与了调查;18 位受访者报告了数字扫盲的纳入情况。数字扫盲能力与英格兰健康教育框架的一致性参差不齐。数字扫盲主要被纳入现有的教学课程,主要是通过自学(n = 12)。电子健康记录和远程咨询是课程的主要重点领域。实施数字扫盲的挑战包括缺乏专业知识(13 人)和时间限制(10 人):将数字扫盲纳入英国药学课程的趋势非常明显,但存在的差异表明需要制定更加统一的战略。建议包括建立符合专业需求的特定数字素养框架,提高课程文件的可访问性和透明度,以及投资于教师发展。
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来源期刊
CiteScore
2.90
自引率
5.60%
发文量
146
期刊介绍: The International Journal of Pharmacy Practice (IJPP) is a Medline-indexed, peer reviewed, international journal. It is one of the leading journals publishing health services research in the context of pharmacy, pharmaceutical care, medicines and medicines management. Regular sections in the journal include, editorials, literature reviews, original research, personal opinion and short communications. Topics covered include: medicines utilisation, medicine management, medicines distribution, supply and administration, pharmaceutical services, professional and patient/lay perspectives, public health (including, e.g. health promotion, needs assessment, health protection) evidence based practice, pharmacy education. Methods include both evaluative and exploratory work including, randomised controlled trials, surveys, epidemiological approaches, case studies, observational studies, and qualitative methods such as interviews and focus groups. Application of methods drawn from other disciplines e.g. psychology, health economics, morbidity are especially welcome as are developments of new methodologies.
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