DISCUSSION AND RECOMMENDATIONS

The following key points were identified from the survey results:

• Most students had used a computer before they entered pharmacy school.

 These students had at least been exposed to computers during the last year, and over 69 percent had used a computer at least once a week. This finding suggests that some students begin pharmacy with computer skills that can be enhanced during their professional education. These skills could give them a distinct advantage in completing course assignments that use computers.

• Most students have favorable attitudes toward computers.

Students responded to attitude items (see Table IV) positively. For example, 70 percent of these students said that they have positive attitudes towards learning computers. This finding should encourage faculty to support student use of computers when possible. Integration of computers within and across courses can foster these positive attitudes and help students realize the benefits of using computers. For example, conducting a literature search could be introduced in one course and reinforced in others. Writing could also be integrated in numerous courses.

• Some students said they were apprehensive about learning to use computers.

This finding suggests that some students may need special attention and support to complete computer based assignments. First-year students struggling with content demands of pharmacy courses may experience additional stress if they must also learn

to use a computer. Requiring these students to complete a computer-based assignment (e.g., assignment paper) without adequate instruction and follow-up could frustrate them and adversely affect their attitudes toward computers

.

• While some students (24 percent) have a computer at home, some students (60 percent) need access to a school-based computer facility.

Computer access is becoming increasingly important as faculty require students to conduct literature searches, write papers, and complete other computer-based assignments. Computer hardware and software are expensive, and many students may lack the financial resources to purchase computer equipment. Even if they can purchase the equipment, they may become frustrated with commonly-encountered computer

problems. Therefore, institutionally supported computer laboratories that provide hardware, software, and human assistance are important parts of a computer-literacy strategy. When these facilities exist, students should be oriented to the area, its

resources, and policies.

• Most students (79 percent) said they could use a word processing program.

 This finding suggests that many students may be able to use a word processing program to write a paper with minimal support. Conversely, since 52 percent of the class said they could not use a word processing program, faculty should carefully evaluate computer-based course assignments to insure that students possess

the computer expertise required to complete them. A planned orientation to a campus computer facility, coupled with faculty/laboratory personnel support, should provide the assistance many students need to complete assignments. Students who are

very apprehensive about computers may need additional support (e.g., structured instruction combined based on one-to-one basis).

• Many students rated themselves as novices in the software programs they could use. While self-rating of expertise is open to interpretation, the survey findings that high percent of students rated themselves as novices in the software they use could indicate that some students may be unable to use certain program features without assistance.

• Most students say that they would attend extracurricular computer workshops to improve specific computer skills.

Workshops presented at convenient times, especially if they focus on particular

skills needed for certain assignments, might be well-attended.

STUDY LIMITATIONS

Certain limitations pertain to this study. One, the survey results are based on a population of 221 students in three colleges of pharmacy located in the Indore city of M.P. state of India. Two, student responses to the level of software expertise were limited to expert, intermediate, or novice and were not operationally defined. Three, it was beyond the scope of this survey to verify students' self-reported computer skills or expertise.

CONCLUSION

The majority of these first-year pharmacy students had used a computer at least once a month during the previous year. Over 24 percent of the students had a home computer, and 60 percent relied upon a college-based computer laboratory. Software use ranged from a high of 79 percent with word-processing to a low of nine percent with Operating systems. Regardless of software used, many students categorized themselves as novice users. Most indicated positive attitudes about computers, but 12 percent said they were apprehensive about learning to use computers. Although students felt computers were important in their professional education, they appeared to want courses that included both computer and human components. These differences in students' attitudes about and experience with computers should encourage faculty to assess their students' computer experience and attitudes when planning course assignments or developing computer-based instructional innovations.

ACKNOWLEDGEMENT

Thanks to the students and the Professors of various institutes for their immense support

during the course of present institutional survey.

REFERENCES

1)      Anderson-Harper, HM, Mason, H.L., and Popovich, N.G., "Attitudes and beliefs of pharmacy students about using computers for instruction." Am. J. Pharm. Educ., 54, 263-268(1990).

2)      Ortiz, M.S., and Hunter, T.S., "Development of a scale to measure pharmacy student confidence using personal computers," ibid., 57, 130-134(1993).

3)      Reiss, B. "Integration of library resources into the pharmaceutics curriculum," ibid., 55(Suppl.), 140S(1991).

4)      Baker, K.R., "Why pharmacists should document their actions," Am.Phar. NS31, 878-881(1991).

5)      American Journal of Pharmaceutical Education, Vol. 59, Spring 1995   

6)      Rupp, M.T., "Evaluation of prescribing errors and pharmacist interventions in community practice: An estimate of ‘value added'," ibid., NS28, 766-770(1988).

7)      Strand, L.M., Cipolle, R.J., and Morley, P.C., "Documenting the clinical pharmacist's activities: Back to basics," Drug Intell. Clin. Pharm., 22. 63-66(1988).

8)      American Council on Pharmaceutical Education, "The Proposed Revision of Accreditation Standards and Guidelines for the Professional Program in Pharmacy Leading to the Doctor of Pharmacy Degree." Standards for Curriculum. Standard No. 10, Professional Competencies., April 7, 1993.

9)      Speedie, S.M., "A computer literacy course for pharmacy students," Am. J. Pharm. Educ., 44, 158-160(1980).

10)  Newton, G.D., Popovich, N.G., and Lehman, J.D., Development and evaluation of computer-assisted guided design for problem solving instruction in self-care pharmacy practice," ibid., 55, 301-310(1991).

11)  Longstreth, J.A. "Integration of library skills throughout the curriculum at the St. Louis Colleae of Pharmacy," Am. J. Pharm. Educ., 55(Suppl.). 140S(1991).

12)  Editors of Computer Talk, "Pharmacy education: Formulating the future," computerTalk, 18-26(May/June 1993).

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