Best Practices for Teaching Chemistry Disciplines to Graduates Majoring in Pharmacy during the COVID-19 Restrictions: A Systematic Review

Autor/inn/en	Nizhenkovska, Iryna V.; Reva, Tatiana D.; Chkhalo, Oksana M.; But, Iryna O.; Manchenko, Oksana V.
Titel	Best Practices for Teaching Chemistry Disciplines to Graduates Majoring in Pharmacy during the COVID-19 Restrictions: A Systematic Review
Quelle	In: International Journal of Educational Methodology, 8 (2022) 4, S.769-781 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Nizhenkovska, Iryna V.) ORCID (Reva, Tatiana D.) ORCID (Chkhalo, Oksana M.) ORCID (But, Iryna O.) ORCID (Manchenko, Oksana V.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Chemistry; Science Teachers; Pharmaceutical Education; Pharmacology; COVID-19; Pandemics; Literature Reviews; Graduate Students; Foreign Countries; Teaching Models; Science Instruction; Artificial Intelligence; Pharmacy; Ukraine + Suchen Sie Ihr Suchwort? Chemie; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Arzneikunde; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Ausland; Lehrmodell; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Künstliche Intelligenz; Apotheke
Abstract	The purpose of the study was to identify the - interventions that can be adopted for teaching chemistry disciplines to the graduates majoring in Pharmacy (Mpharm) in Ukraine. The study employed a systematic review methodology and a qualitative approach to synthesising the sources. The triangular assessment method was used to rate the short-listed instructional interventions for feasibility, transferability, and duplicability in the settings of teaching chemistry disciplines to pharmacy graduates in Ukraine. The review found seven eligible publications for the analysis. It was identified that the shortlisted instructional models were technology-mediated and positively affected students' skills and occupational knowledge. Three out of seven instructional models used chatbots and AI to automate the process of management of students learning activity which suggested that automation of the process of educational content delivery was becoming an emerging trend in instructional design. Having performed the triangular assessment method (TAM) analysis, three instructional models were given preference in terms of their use in medical education settings in Ukraine. These models were as follows: (a) PhET simulations-based model, (b) the model based on automated delivery of the course using the Smart Sender platform and (c) the model based on automation of the Moodle-driven e-course using Dialogflow chatbot. (As Provided).
Anmerkungen	Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@ijem.com; Web site: https://www.ijem.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01