Designing Dialogic E-Learning in Pharmacy Professionalism Using Calibrated Feedback Loops (CFLs)

Abstract

The feedback analytics of online software including Articulate and Bristol Online Surveys can be used to facilitate dialogic learning in a community of practice such as Pharmacy and, thereby, promote reflective learning by the creation of formative calibrated feedback loops. Based on work with medical, dental, nursing, osteopathic, and social work students, trainees, and registrants, the paper shows how an online learning community can be created along the continuum from undergraduate to registrant to develop authentic dialogic e-learning around standards of Professionalism. The Dundee PolyProfessionalism inventories and Situational Judgement Scenarios (SJSs) can be customised for Pharmacy Professionalism learning to support evidence-based curriculum design along benchmarked learning curves and to profile Professionalism learning in individuals and cohorts.

Keywords

• IT applications in pharmacy practice
• pharmacy education-assessment
• curriculum design
• innovations in teaching and learning
• interprofessional learning
• professional development—including continuous professional development
• revalidation
• roles of the employer and employee
• quality assurance of education and training
• work-based learning and assessment