International journal of clinical pharmacy · 2026
Development and evaluation of an e-learning program on drug-related problems for community pharmacists.
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Vogt Cathrin J, Reuther Alesia, Wurmbach Viktoria S, Weißenborn Marina, Bittmann Janina A, Wien Katharina, Lampert Anette, Eknes Emilia Maria Boček, Schäfer Patrick, Seidling Hanna M
Аннотация
INTRODUCTION: Community pharmacists (CPs) are pivotal in the management of drug-related problems (DRPs), yet a need for additional training has been recognized.
AIM: The aim was to develop and evaluate an e-learning program to enhance pharmacists' ability to detect and manage DRPs.
METHOD: The e-learning program provided a self-paced learning experience with 10 modules, each focusing on a DRP. The DRPs were chosen as part of a previous Delphi consensus study. The development team, consisting of researchers, clinical pharmacists, and CPs, considered DRPs applicable if they occurred frequently and could be solved in a pharmacy. Moreover, a predefined checklist was established to guide the development of new modules and specify quality standards. Each module was structured into an educational phase (tutorials, pre- and post-knowledge quizzes, in-depth exercises), and a practical phase (documentation of anonymized patient encounters). After completing all modules, participants took a final comprehensive quiz with 2 questions per module (in total 20 questions). The program was evaluated on multiple levels: pharmacists' knowledge change, how they implemented this knowledge in practice, and their feedback. Data were analyzed descriptively. Comparison between the quizzes were calculated using the Wilcoxon test.
RESULTS: A total of 203 pharmacists registered to participate in the study, with participation declining across modules (184 participants completed Module 1 pre-knowledge quiz vs. 119 in Module 10). Across all modules, a significant knowledge increase was observed when comparing pre- and post-knowledge-quizzes (p < 0.001). Knowledge levels remained high in the final quiz (on average 1.63 ± 0.61 correct answers). Participants documented 13,778 patient encounters, thereof 5073 encounters with at least one DRP. According to the participants, most of the DRPs (90.1%, n = 4550) could be resolved. A total of 1137 feedbacks were received. Overall, feedback was positive, with participants highlighting improved abilities to engage with patients (85.2%, n = 969) and to identify DRPs (82.0%, n = 629).
CONCLUSION: By bridging the gap between theoretical learning and practical application, this e-learning program improves pharmacists' skills in DRP management.
AIM: The aim was to develop and evaluate an e-learning program to enhance pharmacists' ability to detect and manage DRPs.
METHOD: The e-learning program provided a self-paced learning experience with 10 modules, each focusing on a DRP. The DRPs were chosen as part of a previous Delphi consensus study. The development team, consisting of researchers, clinical pharmacists, and CPs, considered DRPs applicable if they occurred frequently and could be solved in a pharmacy. Moreover, a predefined checklist was established to guide the development of new modules and specify quality standards. Each module was structured into an educational phase (tutorials, pre- and post-knowledge quizzes, in-depth exercises), and a practical phase (documentation of anonymized patient encounters). After completing all modules, participants took a final comprehensive quiz with 2 questions per module (in total 20 questions). The program was evaluated on multiple levels: pharmacists' knowledge change, how they implemented this knowledge in practice, and their feedback. Data were analyzed descriptively. Comparison between the quizzes were calculated using the Wilcoxon test.
RESULTS: A total of 203 pharmacists registered to participate in the study, with participation declining across modules (184 participants completed Module 1 pre-knowledge quiz vs. 119 in Module 10). Across all modules, a significant knowledge increase was observed when comparing pre- and post-knowledge-quizzes (p < 0.001). Knowledge levels remained high in the final quiz (on average 1.63 ± 0.61 correct answers). Participants documented 13,778 patient encounters, thereof 5073 encounters with at least one DRP. According to the participants, most of the DRPs (90.1%, n = 4550) could be resolved. A total of 1137 feedbacks were received. Overall, feedback was positive, with participants highlighting improved abilities to engage with patients (85.2%, n = 969) and to identify DRPs (82.0%, n = 629).
CONCLUSION: By bridging the gap between theoretical learning and practical application, this e-learning program improves pharmacists' skills in DRP management.