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Assessing the Use of Microlearning for Preceptor Development

The objective of this study was to evaluate microlearning as a preceptor development method compared to a traditional method of learning. Twenty-five preceptor participants volunteered to engage in a learning intervention about two preceptor development topics. Participants were randomized 1:1 to ei...

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Autores principales: Roskowski, Stephanie M., Wolcott, Michael D., Persky, Adam M., Rhoney, Denise H., Williams, Charlene R.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: MDPI 2023
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10300825/
https://www.ncbi.nlm.nih.gov/pubmed/37368428
http://dx.doi.org/10.3390/pharmacy11030102
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author Roskowski, Stephanie M.
Wolcott, Michael D.
Persky, Adam M.
Rhoney, Denise H.
Williams, Charlene R.
author_facet Roskowski, Stephanie M.
Wolcott, Michael D.
Persky, Adam M.
Rhoney, Denise H.
Williams, Charlene R.
author_sort Roskowski, Stephanie M.
collection PubMed
description The objective of this study was to evaluate microlearning as a preceptor development method compared to a traditional method of learning. Twenty-five preceptor participants volunteered to engage in a learning intervention about two preceptor development topics. Participants were randomized 1:1 to either a thirty-minute traditional learning experience or a fifteen-minute microlearning experience; participants then crossed over to the other intervention for comparison. Primary outcomes were satisfaction, changes in knowledge, self-efficacy, and perception of behavior, confidence scale, and self-reported frequency of behavior, respectively. One-way repeated measures ANOVA and Wilcoxon paired t-tests were used to analyze knowledge and self-efficacy, and Wilcoxon paired t-tests were utilized to assess satisfaction and perception of behavior. Most participants preferred microlearning over the traditional method (72% vs. 20%, p = 0.007). Free text satisfaction responses were analyzed using inductive coding and thematic analysis. Participants reported that microlearning was more engaging and efficient. There were no significant differences in knowledge, self-efficacy, or perception of behavior between microlearning and the traditional method. Knowledge and self-efficacy scores for each modality increased compared to the baseline. Microlearning shows promise for educating pharmacy preceptors. Further study is needed to confirm the findings and determine optimal delivery approaches.
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spelling pubmed-103008252023-06-29 Assessing the Use of Microlearning for Preceptor Development Roskowski, Stephanie M. Wolcott, Michael D. Persky, Adam M. Rhoney, Denise H. Williams, Charlene R. Pharmacy (Basel) Article The objective of this study was to evaluate microlearning as a preceptor development method compared to a traditional method of learning. Twenty-five preceptor participants volunteered to engage in a learning intervention about two preceptor development topics. Participants were randomized 1:1 to either a thirty-minute traditional learning experience or a fifteen-minute microlearning experience; participants then crossed over to the other intervention for comparison. Primary outcomes were satisfaction, changes in knowledge, self-efficacy, and perception of behavior, confidence scale, and self-reported frequency of behavior, respectively. One-way repeated measures ANOVA and Wilcoxon paired t-tests were used to analyze knowledge and self-efficacy, and Wilcoxon paired t-tests were utilized to assess satisfaction and perception of behavior. Most participants preferred microlearning over the traditional method (72% vs. 20%, p = 0.007). Free text satisfaction responses were analyzed using inductive coding and thematic analysis. Participants reported that microlearning was more engaging and efficient. There were no significant differences in knowledge, self-efficacy, or perception of behavior between microlearning and the traditional method. Knowledge and self-efficacy scores for each modality increased compared to the baseline. Microlearning shows promise for educating pharmacy preceptors. Further study is needed to confirm the findings and determine optimal delivery approaches. MDPI 2023-06-15 /pmc/articles/PMC10300825/ /pubmed/37368428 http://dx.doi.org/10.3390/pharmacy11030102 Text en © 2023 by the authors. https://creativecommons.org/licenses/by/4.0/Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
spellingShingle Article
Roskowski, Stephanie M.
Wolcott, Michael D.
Persky, Adam M.
Rhoney, Denise H.
Williams, Charlene R.
Assessing the Use of Microlearning for Preceptor Development
title Assessing the Use of Microlearning for Preceptor Development
title_full Assessing the Use of Microlearning for Preceptor Development
title_fullStr Assessing the Use of Microlearning for Preceptor Development
title_full_unstemmed Assessing the Use of Microlearning for Preceptor Development
title_short Assessing the Use of Microlearning for Preceptor Development
title_sort assessing the use of microlearning for preceptor development
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10300825/
https://www.ncbi.nlm.nih.gov/pubmed/37368428
http://dx.doi.org/10.3390/pharmacy11030102
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