John Libbey Eurotext

Journal de Pharmacie Clinique

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Training of the pharmaceutical team to vitamin K antagonists (VKA) consultations: a blended-learning experience in hospital Volume 33, issue 3, Septembre 2014

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Authors
1 Service pharmacie, Assistance Publique-Hôpitaux de Paris, Hôpital Antoine Béclère, Clamart, France
2 Faculté de pharmacie, Université Paris-Sud, Châtenay Malabry, France
3 Inserm U999, Laboratoire d’excellence en recherche sur le médicament et l’innovation thérapeutique (Lermit), Centre chirurgical Marie Lannelongue, Le Plessis Robinson, France
4 Ingénieur pédagogique, Master d’Ingénierie Pédagogique en Formation d’Adultes, Université Paris Ouest Nanterre, In Vivo Veritas, organisme de formation, www.invivoveritas.fr
* Tirés à part
  • Key words: vitamin K antagonists, pharmaceutical consultation, education pathway, blended-learning
  • DOI : 10.1684/jpc.2014.0285
  • Page(s) : 125-32
  • Published in: 2014

The Béclère Hospital pharmacy performed vitamin K antagonist (VKA) consultations since 2009. An education pathway to train pharmacist consultant was validated in 2013. The aim of our study was to design and implement a blended-learning program, providing individualized training and reducing the overall time, in order to ensure the quality and sustainability of these pharmaceutical consultations. Material and method:A pedagogical engineer joined the working group to develop the e-learning module based on the pathway already validated. The qualifying practice assessment remained a face to face step. Meanwhile, new tools to assist consultants have been developed. This new training course was tested by pharmacy students and residents. Results and discussion:The e-learning module includes the steps of knowledge assessments, the theoretical slideshow with sounded comments, and two ideal virtual consultation scenarios built with Flash® animations. The student manages his training at his own pace, he can go back at every step, pause or resume ad lib. To complete the available pedagogical range, a flyer “consultation support” for learners and some specific drug summary for patients downlable were also created. All students have been validated in terms of their practical assessment. The implementation of the module represents a time-saving for tutors and learners, of approximately 1.5 hour and 45 minutes (11-78), respectively, compared to the previous classroom teaching. Qualitative feedbacks from learners showed good adhesion and also identified proposals to improve the module. Conclusion: This new approach of blended-learning program, has been integrated into our education pathway. A module incorporating the new oral anticoagulants is currently under development. Moreover, a process of consultation dedicated to both community and hospital pharmacists is warranted to further improve the seamless care of patients receiving anticoagulant.