Purpose:

• The past decades have witnessed a great advancement in the field of pharmacy education.
• Pharmacy education is changing, and this change is being driven by a call for curricular innovation as well as an explosion of new pharmacy programs.
• The number of pharmacy programs increased with active learning techniques.
• that have a long history in medical education and has been used successfully in pharmacy education.

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Benefits of FADIC for Healthcare

• Help in teaching diabetes, pharmacotherapy, pharmaceutics, medicinal chemistry, and pharmacoeconomic, as well as many other subjects.
• The knowledge base in the field of healthcare continues to grow.
• It must be recognized that active-learning strategies may be a valid way to address the increasing knowledge base by facilitating the training of pharmacy.
• this will increasingly adopt a philosophy of evidence-based education.
• These data will help others to compare their use of active learning to a benchmarked standard specific to pharmacy education.

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Launching of FADIC

• Launched on October 2014, First Arabian Drug Information Center “FADIC” is an online drug information center, available in both Arabic and English language.
• All FADIC team members board certified pharmacotherapy specialists (BCPS).
• It aims at improving the quality of medication use practice and increasing health care awareness.
• In FADIC, combined the idea of drug information centers with the flexibility of internet based activities.
• Incorporating more innovative strategies in pharmacy education such as active-learning techniques.
• All this helps the implementation of effective pharmacy continuous improvement programs.

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FADIC Continuous Improvement Programs:

• FADIC offers a variety of online trainings, such as online conferences.
• In addition to continuous improvement programs that help pharmacists stay updated with the latest advances in clinical practice.
• It provides a first of a kind service in the Middle East, integrated in any institution.
• Being online, it provides an affordable and easy-to-study option for the pharmacists internationally.
• FADIC helps pharmacists to keep up with the latest topics in their specialty wherever they are and whenever they need.

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Cross-Sectional Study

• The online surveys such as Post Program Survey, Post Session Surveys are adopted to ensure the achievement of The Learning Program objectives.
• The survey evaluated the effectiveness of each session and the streaming of the sessions accordingly.
• FADIC’s activities are available online through the website (www.fadic.net) and on the social media through Facebook, Twitter and YouTube.
• Web-Based learning is conducted through FADIC’s website (https://fadic.net/en/courses). Interactive Discussions are conducted through GoToMeeting online meeting rooms.

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Methods:

• A comprehensive literature search of medical and education databases evaluating the use of active-learning strategies in health-science education.
• The survey conducted and reviewed, resulted in a list of documented active-learning strategies.
• This is a cross sectional descriptive study started from January 2016 to October 2017.
• To assess the impact of interactive online programs on pharmacy education and training.
• The surveys distributed by e-mail to the program attendees, as survey respondents were evaluated by the end of the programs.

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FADIC Programs

FADIC served a variety of successful programs such as:

• “Drug information program and workshop”
• “Time management for healthcare professionals”
• “Cardiology updates program and clinical scenarios”
• “Patient counselling and education program”
• “Antimicrobial stewardship program (ASP) – Basic Level”
• The total pharmacists 177 pharmacists distributed as 70 pharmacists in drug information programs, 14 pharmacists in time management for healthcare professionals.
• 20 pharmacists in cardiology updates program and clinical scenarios, 40 pharmacists in patient counselling and education program, and 33 pharmacists in ASP in order, as shown in the table below.

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Table 1: FADIC pharmacy educational programs

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• By evaluating the outcome of the interactive online FADIC programs on the pharmacists.
• Using different active learning techniques such as online self-study sessions that held once per week.
• Live webinars that were held every 2 weeks, case-based discussion that was held every week, team-based learning.
• Project implementation by the attendees after each program to assure the effectiveness of the program on their clinical practice.
• Positive outcomes such as career advancement and improvement in pharmacists clinical practice.

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Table 2: Active learning techniques included in FADIC pharmacy educational programs

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• FADIC offers its services in a convenient way, requiring only a computer or smart phone and an internet connection.
• Its services are gaining more attention and appreciation, followers and visitors exceed 500,000 with the numbers continually rising.
• Listed here the statistics of monthly visitors of FADIC website from January 2016 to October 2017.
• Moreover, the Geolocation of FADIC website visitors were from different countries such as Egypt, Saudi Arabia, United State, Europe, Jordan, United Arab Emirates, and others, as shown in the figure below.

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Figure 1: The Geolocation of FADIC website visitors

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Results:

• In this descriptive – cross sectional study, the survey was e-mailed to the pharmacist at the end of FADIC programs.
• Pharmacist respondents were 177 pharmacists varied from different pharmacy professions.
• They attended the interactive online programs had an improved in their perceptions of research, confidence, improve their academic performance, and clinical practice.

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The Outcomes

• The outcomes associated with application of techniques of active learning in FADIC continuous improvement programs is successful with numerous positive outcomes.
• The total pharmacist received the survey were 177 pharmacists, the respondents were 125 pharmacists. The response rate was 70.6 %.
• The satisfaction of the pharmacist attendees very promising, 94.8% of pharmacists got all their expectation from the programs that seen in figure 2.

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Figure 2: Pharmacists attendees’ expectations.

• For pharmacist attendees final grading of the programs, there were 79.2% with excellent grading and 20.8% with very good grading. As shown in figure 3.

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Figure 3: Pharmacists grading for FADIC programs.

• For platforms, attendees show the great and important effect of social media platforms in their response.
• For FADIC online platforms, there were 75.7% from Facebook.
• The Facebook shows the great impact of Facebook as one of the most popular platforms in raising awareness and interest in pharmacy education.

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Figure 4: Pharmacists online social media platforms

• As active-learning techniques have been encouraged in pharmacy education, an increase in the use of technology has often followed.
• The use of technology during the pharmacist’s learning experience either directly or indirectly expected to be increased.
• Whether the use of technology directly influences the educational experience has not been definitively determined.
• However, specific online technologies still have found positive results on the outcome of pharmacy education.

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Conclusion:

• We found that active learning has been embraced overwhelmingly in pharmacy education.
• This study demonstrated that active learning programs are effective and promising.
• They can be used as an adjunct to enhance pharmacist scientific and professional efficiency.
• FADIC, with the advantages of applying Active-learning techniques, is expected to gain a leading position in the following years, becoming one of the most demanded evidenced-based services.

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This Study is Internet-Based

• This study ultimately used for internal assessment at FADIC.
• It might value to other institutions as a benchmark of active-learning use in pharmacy education.
• These results encourage for further evaluation of the evidence of every technique and assess and publish outcomes-based data for evaluation.
• Future work  include larger number of pharmacist attendees.
• Thus, we recommend further follow-up and research for effectiveness of mentoring programs in all other pharmacy educational programs such as intravenous admixtures, parenteral nutrition, and other pharmacy specialties.

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Reading Materials:

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