Student Pharmacist Led International E-Learning Collaborative and Educational Experience: Understanding the Role of Pharmacists and Pharmacy Curriculum in Mexico and USA
Eduardo Fricovsky
Skaggs School of Pharmacy and Pharmaceutical Sciences, UC San Diego, United States of America.
Zaid Yousif
Skaggs School of Pharmacy and Pharmaceutical Sciences, UC San Diego, United States of America.
Jorge Garcia-Sarzosa
Skaggs School of Pharmacy and Pharmaceutical Sciences, UC San Diego, United States of America.
Linh Ngo
Skaggs School of Pharmacy and Pharmaceutical Sciences, UC San Diego, United States of America.
Brittney Choi
Skaggs School of Pharmacy and Pharmaceutical Sciences, UC San Diego, United States of America.
Martha Garcia
Facultad de Quimic-Pharmaco-Biologia de la Universidad Michoacana San Nicolas de Hidalgo (UMSNH) Mexico.
Gabino Estevez
Facultad de Quimic-Pharmaco-Biologia de la Universidad Michoacana San Nicolas de Hidalgo (UMSNH) Mexico.
Mudassar Iqbal Arain *
Skaggs School of Pharmacy and Pharmaceutical Sciences, UC San Diego, United States of America.
*Author to whom correspondence should be addressed.
Abstract
Background: Pharmacy students in Mexico are exposed to United States’ pharmacy community services in hopes to adopt the services for their own pharmacy program.
Objectives: This study aims to assess the effectiveness of a strictly online-based teaching method to improve student knowledge on the role of pharmacists and the pharmacy curriculum in Mexico and the United States.
Methods: This was a prospective study of pharmacy students attending the University of California, San Diego Skaggs School of Pharmacy and Pharmaceutical Sciences (UCSD SSPPS) and Facultad de Quimic-Pharmaco-Biologia de la Universidad Michoacana San Nicolas de Hidalgo (UMSNH) during the 2015-2016 academic year who enrolled in the E-Learning Collaborative and Educational Experience Independent Study.
Results: The e-learning course had 25 students total from both the United States and Mexico enrolled. Out of the 25 students, 4 students from the United States and 11 students from Mexico agreed to participate in the study. In the familiarity/confidence section of survey, there was a significant increase in 4 out of 5 questions in the Mexico group and 2 out of 5 in the U.S. groups. In the survey section regarding students’ perspective of e-learning and likelihood of community involvement, there was no statistical difference in the U.S. group and only one in the Mexico group.
Conclusion: Despite the lack of statistical significance, the increase in median scores and proportion of correct responses in addition to the feedback provided by students suggest a positive learning experience to supports continuation of this study.
Keywords: Education, pharmacy curriculum, Mexico, United States of America