Innovative Teaching – Learning Methodologies
ICT enabled & Innovative Teaching – Learning Pedagogies
Teaching – Learning process is worldwide affected After COVID-19, We at JSS College of Pharmacy, Ooty introduced ICT enabled and other innovative pedagogical methods to continue our pedagogical and experiential learning activities in various settings. SuitableInformation & Communication Tools are developed or identified from external resources and that are effectively used for the Teaching- Learning process.
Other than the ICT enabled we also introduced various offline innovative pedagogical methods like, Simulation activities, OSCE – Objective Structured Clinical Examination and High fidelity Simulators for the teaching and learning purposes.
I. ICT enabled Teaching & Learning
Virtual Classes – ZOOM
Real time didactic classes were taken using the ZOOM platform after COVID-19. The transition of regular classes to synchronous teaching from 2020 to continue their teaching and learning process in our institution. Dedicated zoom license software’s were purchased and the information’s are shared with students and staffs through online.
Real time didactic classes were taken using the ZOOM platform after COVID-19. The transition of regular classes to synchronous teaching from 2020 to continue their teaching and learning process in our institution. Dedicated zoom license software’s were purchased and the information’s are shared with students and staffs through online.
Learning Management System – PharmD Info /JSSUONLINE
This platform exclusively focuses on developing and delivering various online teaching modules for the registered members including students by the respective course provider who shall be a teacher/professional.To accomplish ICT enabled teaching and learning, a dedicated ‘Learning Management System’ (LMS) by name ‘E-Learn’ is designed. This LMS comprise of Online Course Work, E-Tests, E-Assignments & Projects, etc.
To know more Learning Management System
Drug Info – Mobile Application
We transformed the process of the functioning of DIC through information technology essentially involving two Apps the Drug Info Service App (Available in Google Play store for Android Phones) and WEB app that works as backend platform for Android App (available in the Drug and Poison Information Centre, Clinical Pharmacy Services, Government Headquarters Hospital, Ooty). Involving information technology (Web App and smartphone App) can hasten the process of the systematic approach for answering the queries.
To know more Drug Info – Mobile Application
Online Group Discussions- Forum
Forum online discussions were conducted through PharmD Info – Forum. Specific discussion topic is posted online for the discussion with the Subject Matter Experts and field experts and moderators. Additionally, we use the e-learn portal (Learning Management System) also conducted various online class & subject wise group discussions as their class room activities.
To know more Online Group Discussions- Forum
Experiential Learning Management System – PharmAcademic
Experiential Teaching and Learning / Activity documentation is done through the PharmAcademic. Academic Preceptors and students are linked through this platform to communicate and manage the experiential learning progress and its related competency outcomes. Competency mapping, Self and preceptor evaluation. Ward rotation, Scheduling is done the by the ELMS and the program is also supported and managed by the dedicated program manager.
Clinical Pharmacy Activity Documentation – Google Forms
Google Forms are used to document the clinical pharmacy services online. Mainly the patient counseling, Pharmacist intervention and ADR Monitoring activities are documented using this online forms.
Preceptors Mobile Application
To ease the preceptor’s work, we came up with a preceptor web and mobile application (Appsheets) to improve the accessibility of student’s clinical pharmacy activity documentations. This application also facilitates the real-time discussions and interactions between the ward preceptors and students.
Video Reflection – Flipgrid
Video reflection activity is conducted through – MicrosoftFlipgrid, students and teachers are encouraged to interact through self-made videos. This is used for improving the student’s informal case presentation skills, and communication skills via Asynchronous learning method.
2. Innovative Pedagogies
Simulation Activities
The actual and simulated practice experiences provide abundant opportunities to students for communication and collaboration with actual and simulated healthcare professionals and patients. Colleges offer a comprehensive experiential education that provides a sequence of simulated and actual pharmacy practice experiences to the students that are aimed at achieving the competencies of the program in general and ‘Interprofessional Collaborative Practice’ & ‘Communication skills’ in particular. During the program, students are trained both in simulated and actual settings from second to fourth year and in fifth (clerkship) and sixth years (internship) they are trained in providing services in the actual settings under the supervision of the preceptors.
Following are the pharmaceutical care service activities that are imparted through simulated and actual practice settings to develop the desired competencies and enable the students to communicate and collaborate with other healthcare professionals and patients as appropriate
- Blood pressure monitoring
- Blood glucose monitoring
- Patient medication counseling
- Medication history interview
- Treatment chart review
- Medication reconciliation
- Drug dispensing
- Dose division
- Preparation of IV admixtures
- ADR monitoring and reporting
- Drug and poison information
IPPE students are trained, through model community pharmacy settings, to communicate and collaborate with simulated community pharmacy practitioners and patients. Further, through community pharmacy postings students are provided opportunities to communicate and collaborate with actual community pharmacy practitioners and patients. As the students advance to fifth & sixth years, they are involved in providing pharmaceutical care services under the supervision of preceptors enabling them to collaborate and communicate with actual healthcare professionals and patients in hospital settings. The feedback provided by the preceptors on students’ performance including communication and collaborative skills help them to improve their skills in such areas. For example, the review of treatment chart provides opportunity for the students to resolve the identified drug related problems by communicating with the prescribers, medical post graduate students, medical interns, nursing staff and patients as appropriate. Further, the ward round participation of students helps them to collaborate with other healthcare professional students apart from their communication with prescribers, nursing staff and laboratory personnel.
OSCE – Objective Structured Clinical Examination
The OSCE/OSPE introduced in the program helped the students to gain confidence to deliver the pharmaceutical care services in the actual practice settings. Facilities within the Department of Pharmacy Practice facilitate the learning and evaluation of students through objective structured clinical examination (OSCE). laboratories are utilized for training and evaluating students through objective structured practical examination (OSPE). OSCE/OSPE is conducted in formative assessments to evaluate the kinesthetic learning of the students.