Table 3 Pharmacists’ learning needs met by the care of elders module (N=76)
Questions* | Mean ± SD | |
|---|---|---|
1. The material provided was presented in an understandable manner. | 4.4 ± 0.7 | |
2. The program has met the stated learning objectives effectively. | 4.4 ± 0.7 | |
3. The jeopardy game was helpful and effective for learning | 4.3 ± 0.8 | |
4. How realistic and true-to-life was the case? | 4.3 ± 0.8 | |
5. Did the case embody problems and issues typically found in actual practice? | 4.2 ± 0.8 | |
6. Did the case complexity or difficulty level challenge you? | 4.1 ± 0.9 | |
7. Is the case complexity and difficult level appropriate for entry-level health personnel? | 3.9 ± 0.8 | |
8. Did you have sufficient knowledge from your own previous experience? | 3.7 ± 0.8 | |
9. How much new information about health/medical issues did you learn? | 3.9 ± 0.8 | |
10. How much did you learn about different professional roles and responsibilities in interdisciplinary settings? | 3.9 ± 0.9 | |
11. Did the panel provide new, critical information as needed? | 4.2 ± 0.7 | |
12. How much did you learn that is relevant to your own practice? | 4.0 ± 0.8 | |
13. Did the facilitator help your group to develop relevant pharmacy care plans? | 4.5 ± 0.6 | |
14. The jeopardy game was helpful and effective for learning | 4.3 ± 0.7 | |
15. Overall Assessment on a 1 to 5 scale | 4.3 ± 0.7 | |
16. Please suggest two or three things you learned today that were new information to you | ● Delirium vs. Dementia vs Depression | |
● Interpreting laboratory values in seniors | ||
● Role of other Health Professions in senior care | ||
● Physiology and pharmacokinetic considerations that need to be made re – drug therapy in seniors | ||
● Process for developing care plans | ||
17. Please name two to three changes in your own practice that you will implement as a result of what you learned: | ● Incorporate comprehensive patient care process for seniors, such as thorough assessment and monitoring | |
● Incorporate inter-professional collaboration and referral processes | ||
● Will be able to better support students | ||