Computer Literacy in Pharmacy Students
(A survey carried out at Smt. B. N. B.
Swaminarayan Pharmacy College, Affiliated to GTU,
Gujarat)
Atul
R. Bendale1*, Sachin B. Narkhede1,
Anil G. Jadhav1 and G. Vidyasagar2
1Smt. B.
N. B. Swaminarayan Pharmacy College, Salvav (Vapi), Gujarat
2Dean, Faculty of Pharmacy,
Kutch University, Bhuj, Gujarat
ABSTRACT:
The purpose of this study was to determine
first-year bachelor of pharmacy student’s computer backgrounds and attitudes.
Fifty students from Smt. B. N. B. Swaminarayan
Pharmacy College, Salvav, Vapi
(Gujarat) completed a survey that assessed their computer experience, types of
software used, and attitudes about computers. From this survey it is come to
know that 24% students are daily user of computers, 30% students used computer
once in a month, 16% twice in a month and 14% thrice in a month. one important aspect observe that all students (100%) are
aware of computer applications in pharmaceutical field. Most (78%) had home
computers; however, 20% said they relied on a school-based computer laboratory.
Software use ranged from a high of 96% (MS WORD) to a low of 4% (Statistical
Package). In case of MS-Office- 86% students have basic skill, 13% have
intermediate skill and 1% has an expert skill. Most indicated positive attitudes about computers they feel
apprehensive about learning to use a PC (88%). Students viewed computers as important parts of their
professional education, but appeared to want courses that included both
computer and human components. These findings suggest that faculty should
consider differences in student’s attitudes about and experiences with
computers when planning computer-based course assignments and developing
computer-based instructional innovations in Pharmacy field.
INTRODUCTION:
Pharmacists now use computers to perform many
critical patient care tasks1-2. For example, they rapidly access
patient and medication data3, perform critical non-distributive
activities4, and document their actions5. The likelihood
that pharmaceutical computer applications will expand in the future6
has been reflected in curricular guidelines that suggest graduate of Pharmacy
students “apply computer skills and technological advances to practice”7.
Use of computers in clinical trials, regulatory affairs and advance learning
techniques are now a days
routine practice.
Several factors have increased pharmacy
student’s use of computers. Pharmacy faculty predicted how computers could be
used in pharmacy practice and helped students acquire computer skills8,
assessed student’s confidence using computers9, developed computer
software to enhance student learning10,11,
and integrated computers into courses and curricula12,13. Pharmacy
schools also recognized that their students needed computer skills and made
computers accessible to students14. Additionally, curricular standards
emphasized that program graduates must be able to use computers in their future
practice 7.Finally, an increased demand for certain types of professional services stimulated computer use in
various types of pharmacy settings1,2
Other
health professions also recognized that computers could play key roles in
education and practice. In its section on medical information science skills,
the 1984 Physicians for the Twenty-First Century: The GPEP Report 15recommended
that medical students possess specific computer skills. More recently, the
ACME-TRI Report16 exceeded earlier recommendations and emphasized
that medical schools should develop the computer skills of students and faculty
and suggested that institutions support integration of computers into instruction.
That support is evident in the widespread
availability of computers in medical schools17 and the plans of some
seventy-three medical schools to include computer technology in their curricula18.
Previous survey findings of learners’ computer experiences and attitudes can be expressed in one
word: diversity. Most studies found that the majority of learners had used
computers: pharmacy students: 87.2 %19; first and second-year
medical students: 87 %20; and medical residents: 91 %21.
Surveys of pharmacy students found that they were moderately confident about
using personal computers9, most (92.5 %) did not own personal
computers19, and less than half (43.4 %) had taken a computer course19.
Respondents from various medical professions reported that they used a variety
of software applications. Pharmacy students, for example, indicated that they
used computers for prescription processing (76 %), word processing, literature
searches, and electronic games19.
Other important issues with instructional implications also surfaced in
these surveys. One, some learners appeared quite apprehensive about learning to
use computers. A survey of 129 medical residents, for example, found that 18 %
were apprehensive about learning to use computers. Two, learner expertise was
low with the software they used. For example, 91 of 127 (71 %) medical
residents said they could use a bibliographic retrieval program, but only three
rated themselves as “expert” users21. This diversity among learners
indicates that some need computer skills training and support to accomplish
computer-based Assignments. Planned learning activities—within a course and
across a curriculum—can help individuals acquire and polish computer skills
that they can use throughout their careers.
Within courses, linking computer use with assignments with necessary
support—helps students develop specific computer skills. For example, requiring
students to identify references for a paper via a computerized literature
retrieval program insures that students experience the benefits of this
technology12. Across a curriculum, planned integration of computers
in courses at each level can help students simultaneously develop many skills.
For example, when one college of pharmacy instituted curriculum changes that
emphasized writing and critical thinking, it taught students to conduct
literature searches using on-line databases13. The purpose of this
study was to evaluate first-year pharmacy student’s computer experience and
attitudes. Specifically, it sought to answer 4 questions:
1. What types of computer do our students own
and use?
2. What types of computer software do our
students use and what is their self-assessed level of expertise in that
software?
3. What attitudes and concerns about computers
do our students possess?
4. Are they aware about
computer literacy? And issue of knowing the application to pharmacy?
The answers to these
questions were important in two ways. One, the survey results would provide
faculty and Administration with specific information about student’s computer
backgrounds. Faculty could use that information to meaningfully integrate
computer activities (e.g., writing papers using word processing) into their
courses. Administration could also use that information to allocate limited hardware
and software resources. Two, the survey results would contribute to a growing
body of knowledge about pharmacy student’s computer experiences, skills and
attitudes. While this study addressed issues (e.g., pharmacy student’s
possession of personal computers) that had been previously explored19,
it also examined student’s use of and self-assessed expertise in specific types
of software applications.
METHODS:
The faculty of Smt. B. N. B. Swaminarayan
Pharmacy College, Salvav, Vapi
(Gujarat) was interested in the development of student’s computer skills. A
computer background and attitudes questionnaire (available from one of the
faculty member) was developed by revising a survey that had been used with
medical residents21.
The 48-item
questionnaire contained three sections. Section one focused on student’s
computer backgrounds. It included issues such as:
• Computer ownership
(options: yes or no)
• Type of operative
system used (options: windows-98, windows-xp,
windows-7 or other), and
•
Frequency of computer use within the past year (options: Once /Twice /Thrice/Daily/Can’t say exactly).
Section Two assessed
student’s level of expertise with software applications such as MS-word,
MS-Power point, MS-Excel, MS-Access,, MS-Outlook, Adobe Acrobat (.pdf), Adobe PageMaker, Adobe Photoshop, Notepad, Word pad,
Paint. For each application, students specified: No Idea, Basic, Intermediate
and Expert.
Section three dealt
with student’s attitudes about computers and their willingness to acquire
computer skills. Students responded to items such as “computers are too
complicated for me to use” and “I feel apprehensive about learning to use a
computer” using a five-point Likert Scale which
ranged from “strongly agree” to “strongly disagree.”22, 23, 24
The entire first-year (IInd semester) Pharmacy class (N-50) completed
the survey during the end of last class period of the 19th July
2010. All students were enrolled in an entry-level graduate of pharmacy
program.
RESULTS:
Computer Backgrounds:
Responses to Section One items indicated that most students had some computer experience. Of the 50
students, 24% students are daily
user of computers, 30% students used computer once in a month, 16% twice in a
month and 14% thrice in a month. More than 50% of the students (64 %)
said they had a computer at home out of them 12% students have own laptop. Of those with home computers / laptop, 80 % have windows XP
operating system and from remaining 33 % had planned to own the new pc this
year only. 19 % student have an internet connection, among them 16% used their
mobile (GPRS) for internet connection. 46% have their own Pen Drive, large
number of students used 4GB. Only 4% students have knowledge of pharmacy
related software. But Nobody knows the computer language (C,C##,
etc) and 88% student gives negative response towards knowledge of structure
drawing software. Out of 50 students 22% can write the CD/DVD. Majority of
first year B. Pharmacy student don’t know about X-Pharma
(pharmacology software), Prism (statistic software) and ACD-Labs (chemistry
software). But around 12% of them previously
completed a basic computer course.
Two aspects of student
software experience-range of use
and level of reported expertise-merit attention (Table I). First, while 100 %
stated that they could use a MS-Word, only 4% said that they could use the
program at an “expert” level and 14% rated themselves as intermediate-level
users. Likewise, in MS-Power point 78 % classified themselves as basic and only
22 % said that they were intermediate. Among them 88% students said they could
use a MS-Excel at basic level and 12% reported they could use at intermediate
level. 96% students used MS-Access at basic level and remaining at intermediate
level. In case of MS-Access uses, 88% at basic and 12% at intermediate
level. Regarding Adobe Acrobat (.pdf) 80% are at basic, 10% at intermediate and 10% at
expert level. In case of paint 44% are
expert, 36% intermediate and 12 at basic level.
Attitudes about Computers:
Students, in general,
reported favorable attitudes about computers (see Table II). Almost all 88%
agreed or strongly agreed that they were interested in learning to us e a
microcomputer. However, some students expressed reservations about using
computers. That diversity is also reflected in student apprehension about
learning to use computers.
While students appeared to view computers as an important part of their
professional education, they voiced reservations about totally replacing
faculty with computerized instruction. Most students (84 %) reported that they
enjoyed new and innovative learning techniques. Only four (eight %) students
said they would rather use computer-delivered instruction than other
instructional modes. 2% students said they preferred to read texts and journals
rather than attend lectures.
Students voiced a desire for computer training: 80% agreed that they
were interested in learning to use a microcomputer. Only 4% said that they
would attend computer training sessions scheduled during lunch or after classes
and they would attend such training at night or on weekends however 88% said
that they don’t think so.
DISCUSSION AND RECOMMENDATIONS:
The following key points were identified from the survey results:
·
From
this survey it is come to know that 24% students are daily user of computers,
30% students used computer once in a month, 16% twice in a month and 14% thrice
in a month.one important aspect observe that all
students (100%) are aware of computer applications in pharmaceutical field.
This finding suggests that some students begin pharmacy school 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.
·
Almost
all 88% agreed or strongly agreed that they were interested in learning to us e
a microcomputer. However, some students expressed reservations about using
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 ex ample, conducting a literature search using a bibliographic
retrieval database could be introduced in one course and reinforced in others.
Writing could also be integrated in numerous courses, and papers could be
revised and improved as student’s progress through their training.
·
Some
students 88% said they were apprehensive about learning to use PC. 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., paper) without adequate instruction and follow-up could
frustrate them and adversely affect their attitudes toward computers.
Table
I: Software’s used by students and their level of mastery in it.
Software used by students |
No Idea |
Basic |
Intermediate |
Expert |
|
1 |
MS-word |
- |
42 |
7 |
1 |
2 |
MS-Power point |
- |
39 |
11 |
- |
3 |
MS-Excel |
- |
44 |
6 |
- |
4 |
MS-Access |
- |
48 |
2 |
- |
5 |
MS-Outlook |
- |
44 |
6 |
- |
6 |
Adobe Acrobat (.pdf) |
- |
45 |
5 |
- |
7 |
Adobe PageMaker |
- |
42 |
6 |
2 |
8 |
Adobe Photoshop |
- |
41 |
7 |
2 |
9 |
Notepad |
- |
39 |
9 |
2 |
11 |
Word pad |
- |
31 |
19 |
- |
12 |
Paint |
- |
10 |
18 |
22 |
Table
II: Student’s attitude about computer and their interest in it
SR. No |
Topics |
Obviously |
yes |
No idea |
I don’t think so |
No |
1 |
I enjoy using my
PC/ laptop |
28 |
18 |
-- |
4 |
|
2 |
I am able to
handle the MS-Excel formulae |
|
18 |
-- |
8 |
24 |
3 |
I am able to
prepare a presentation MS-Power point |
12 |
38 |
-- |
-- |
|
4 |
I am familiar
with internet |
6 |
36 |
-- |
-- |
8 |
5 |
I you have an
e-mail address |
4 |
8 |
-- |
-- |
38 |
6 |
I know How to add/remove the programs |
4 |
29 |
7 |
-- |
10 |
7 |
I know- How to write a CD/DVD |
2 |
9 |
-- |
-- |
39 |
8 |
I know about
X-PHARMA software |
-- |
-- |
-- |
-- |
50 |
9 |
I know about
ACD-LABS software |
-- |
-- |
-- |
-- |
50 |
10 |
I know about
BIO-STAT software |
-- |
2 |
-- |
-- |
48 |
11 |
I know about
PRISM software |
-- |
-- |
-- |
-- |
50 |
12 |
I know about
computer applications in pharmacy |
38 |
12 |
-- |
-- |
|
13 |
Computer can
help improve the quality of my professional
qualification |
6 |
42 |
-- |
-- |
2 |
14 |
Pharmacy
students should be computer literate when they graduate from pharmacy college |
12 |
37 |
1 |
-- |
|
15 |
I enjoy using
new or innovative learning techniques |
7 |
42 |
|
-- |
1 |
16 |
I feel
apprehensive about learning to use a pc |
5 |
39 |
4 |
-- |
2 |
17 |
PC are too
complicated for me to use |
|
4 |
-- |
5 |
41 |
18 |
I prefer
learning from a computer than a
lecture |
13 |
29 |
-- |
1 |
7 |
19 |
I am interested
in learning to use a computer |
18 |
22 |
-- |
8 |
2 |
20 |
I would rather
attend computer workshops(on MS office) at evening or on weekends |
-- |
2 |
-- |
44 |
4 |
21 |
I would rather
attend computer workshops(on MS office) during lunch time or after class |
-- |
2 |
-- |
44 |
4 |
22 |
I am totally
relived on college’s computer |
1 |
9 |
|
31 |
9 |
·
Most
(78%) had home computers; however, 20% said they relied on a school-based
computer laboratory. 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
·
Almost
all students (96% at intermediate level and 4% at expert level) said they could
use a MS-Word. This finding suggests that all students may be able to use a
MS-Word to write a paper with minimal support. Those students are at
intermediate level should go for expert level, because MS-Word knowledge is
very essential now a days. 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.
·
Some 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 50 students in Smt. B. N. B. Swaminarayan Pharmacy College, affiliated to GTU Gujarat. Two, student
responses to the level of software expertise were limited to expert,
intermediate, or novice and were not operationally defined. (The survey was
later revised to address this issue.) Three, it was beyond the scope of this
survey to verify student’s self-reported computer skills or expertise.
CONCLUSION:
From this survey it is come to know that 24% students are daily user of
computers, 30% students used computer once in a month, 16% twice in a month and
14% thrice in a month. One important aspect observes that all students (100%)
are aware of computer applications in pharmaceutical field. Most (78%) had home
computers; however, 20% said they relied on a school-based computer laboratory.
Software use ranged from a high of 96% (MS WORD) to a low of 4% (Statistical
Package). In case of MS-Office- 86% students have basic skill, 13% have
intermediate skill and 1% has an expert skill. Most indicated positive attitudes about computers they feel
apprehensive about learning to use a PC (88%). Students viewed computers as important parts of their
professional education, but appeared to want courses that included both
computer and human components. 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 student’s attitudes
about and experience with computers should encourage faculty to assess their
student’s computer experience and attitudes when planning course assignments or
developing computer-based instructional innovations.
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© A&V Publication all right reserved
Research
J. Science and Tech. 3(1): Jan.-Feb.
2011: 28-32