title: Use of online modules to enhance knowledge and skills application during an introductory pharmacy practice experience.
abstract: OBJECTIVE
  To implement and assess the effectiveness of online instructional modules to increase the consistency of learning outcomes related to students' patient-care practice knowledge and their skills application and confidence across introductory pharmacy practice experience (IPPE) sites.
  
  
  METHODS
  Twenty online modules were created to provide uniform delivery of instructional content that complemented classroom instruction and to introduce students to common pharmacy-practice skills in the patient-care arena.
  
  
  RESULTS
  Quantitative data were collected by means of a survey and pre- and post-module quizzes, which were completed by students to assess knowledge. More than 85% of students applied the IPPE skills. During the course, students' confidence increased significantly in all areas. For all but 1 of the 13 competencies, more than 70% of students agreed or strongly agreed that the competencies were met.
  
  
  CONCLUSIONS
  Online instructional modules in patient care can effectively increase students' knowledge, skills application, and confidence, and improve the consistency of achieving outcomes for instructional content and activities across diverse practice settings.
authors.affiliation: University of Missouri-Kansas City School of Pharmacy, Kansas City, MO 64108, USA.
authors.forename: Valerie
authors.initials: V
authors.lastname: Ruehter
authors.forename: Cameron
authors.initials: C
authors.lastname: Lindsey
authors.forename: Maqual
authors.initials: M
authors.lastname: Graham
authors.forename: Linda
authors.initials: L
authors.lastname: Garavalia
mesh_terms: D003479:Curriculum; D004512:Education, Pharmacy; D007722:Health Knowledge, Attitudes, Practice; D006801:Humans; D009862:Online Systems; D005791:Patient Care; D013339:Students, Pharmacy