Table 3 Included sources
From: Covid-19 distance and online learning: a systematic literature review in pharmacy education
No | Author | Aim | Method | Population/study site | Findings |
|---|---|---|---|---|---|
1. | Alqurshi [38] | To investigate the effect emergency, remote teaching has had on pharmacy education in Saudi Arabia | Survey and interview | Pharmacy students in Saudi Arabia | Challenges • Delivery of complex concepts of topics • Students-students interaction • Students-teachers interaction • Lack of guidance |
2. | Phillips et al. [39] | Faculty restructured the pharmacology course with an active learning, facilitator-led classroom pedagogy. | Experimental study | Pharmacology of the University of Kansas Medical Center, Kansas City, USA | Challenges • Decreased study time Beneits • Faculty satisfaction with the new method of study |
3. | Ali et al. [42] | To Explore pharmacy students’ perspectives on its impact on their learning. | Qualitative; Twitter chat | Pharmacy students in Saudi Arabia | Benefits • Easier and frequent communication • Time efficiency Challanges • Lack of teachers’ knowledge about online learning • Lack of teachers’ experience • Limitation of technology • Rearrangement of course assessments Suggestions • The availability of recordings of ‘live’ lectures |
4. | Etando et al. [51] | To understand the challenges and how these were addressed, given increasingly complex patients, to provide future direction. | Exploratory study | Senior-level medical and pharmacy educators across Africa | Challenges • Adapting to online learning. • Lack of equipment (especially among disadvantaged students), • The costs of internet bundles and how to conduct practical and clinical teaching. Recommendation • Training sessions, • Developing innovative approaches to teaching, and • Seeking ways to reduce internet costs |
5. | Alzubaidi et al. [43] | To explore pharmacy colleges’ experiences and challenges worldwide with the transition to online teaching during covid-19 | Survey | 111 pharmacy colleges from 28 countries | • The majority of faculty (75.0%) and administrators (61.9%) reported moderate work-related stress. • Most academics felt that they received adequate support from their institutions and had positive perceptions of the transition to distance e-learning during the pandemic. |
6. | Altwaijry et al. [46] | To describe the experience of academic staff and students with distance education during the covid-19 pandemic | A mixed-method approach; survey and interview | Academic staff and students of the college of pharmacy in Saudi Arabia | • Positive for readiness for the shift to distance education during the full lockdown • Positive perception toward distance education • Distance education is perceived positively |
7. | Montepara et al. [41] | To implement a health system of collaborative learning | Experimental study | Thirteen pharmacy schools in the USA | • Positive experience with distance and online learning |
8. | Higbea et al. [45] | To highlight gaps or potential pitfalls in preparing students to enter the healthcare field. | Observation study | Six colleges and schools of pharmacy: Auburn University, Drake University, Purdue University, University of Health Sciences and Pharmacy in St. Louis, Texas Tech University Health Science Center, and University of Utah | These lessons learned to pertain to remote • Content delivery, • Student engagement, • Skill development and assessments Recommendations • Lecture-based learning, • Group-based learning, • Lab-based learning, • Assessments • Training learners for remote patient care and remote experiential activities and assessment. • Future research for remote learning within pharmacy education |
9. | Hamza et al. [44] | To assess pharmacy students’ knowledge, attitudes, and practices towards the Covid-19. | Survey | Senior pharmacy students of Egypt | Challenges • Lack of information • Lack of knowledge of major causes of death in patients Benefits • It was controlled successfully. • Sufficient practice toward Covid-19 Recommendation • More attempts to protect pharmacists. |
10. | Reynolds et al. [50] | To deliver initial practical professional skills on Covid-19 | Survey | University of Colorado’s International-Trained PharmD students | Benefits • Successful online course design • Improvements in knowledge and skills |
11. | Morgan et al. [49] | To examine how a school of pharmacy creatively approached the challenge of online assessment while maintaining the standards necessary to prepare practice-ready student pharmacists | Survey | Schools of pharmacy located at two campuses in Virginia, USA | Benefits • Online video proctoring maintained consistency in exam structure and administration Challenges • Students preferred unproctored, open-book, internet access-enabled, standard time exams versus proctored Recommendation • Changes to testing procedures, whether with proctored or unproctored methods, appeared to increase student stress. |
12. | Attarabeen et al. [40] | This research aimed to investigate whether there was an increase in student-perceived stress due to the Covid-19 pandemic | Survey | Pharmacy students in a public pharmacy school, USA | Challenges • Coping behavior • Emotional status • Self-efficacy |
13. | Elbeshbeshy et al. [48] | To elaborate on the self-reported impact of the Covid-19 pandemic among final-year students in pharmacy education | Mixed method (survey and interview) | Pharmacy students in New York, USA | Challenges • Covid-19 negative impact on students’ future career • Perspective change • Experience gaining • Positive outlook. |
14. | Stone and Pate [47] | To discusses the impact of COVID-19 on pharmacy students | Experiential study | A 4th-Year Pharmacy Student, University of Mississippi, School of Pharmacy, Oxford, Mississippi | Benefits • Strengthened the resilience of the students. • Continued advocacy for the profession and articulation • Inspired students in raising awareness of Covid-19 • Uncertainty over future |