.jpg)
Email this article 
.png)
.png)
Online Pharmacy Education: Challenges and Perceptions from an Academic Perspective
Abstract
The digitalization of education is reshaping pharmacy instruction through the integration of online learning systems. While the adoption of digital learning continues to grow, research on the perceptions, readiness, and challenges faced by students and faculty in Indonesia remains limited. Understanding these factors is essential for formulating effective strategies in online education. This study investigates the perceptions, readiness, and obstacles encountered by pharmacy students and faculty at Bali International University in relation to online education. It further explores barriers to digital learning and their impact on development needs. Employing a sequential explanatory mixed-methods design, the study first gathered quantitative data, followed by qualitative insights through in-depth interviews. A total of 329 respondents participated in the research. The quantitative results revealed no significant association between readiness (OR = 0.957, 95% CI = 0.869–1.055, p = 0.399) or attitude (OR = 1.059, 95% CI = 0.929–1.207, p = 0.364) and development needs. However, barriers showed a statistically significant correlation with development (OR = 1.777, 95% CI = 1.066–2.964, p = 0.027). Qualitative data, analyzed using a thematic framework, identified five central themes: accessibility, collaboration, ICT utilization, professional development, and the broader implications of digitalization in pharmacy education. This study underscores the transformative potential of digital technology and the importance of addressing existing challenges to enhance the quality and accessibility of pharmacy education. These improvements are vital to equipping future pharmacists with the competencies required to thrive in global healthcare systems and effectively contribute to integrated pharmacy services worldwide.
Keywords
Full Text:
PDFReferences
Aljaber, N., Alsaidan, J., Shebl, N., & Almanasef, M. (2023). Flipped classrooms in pharmacy education: A systematic review. Saudi Pharmaceutical Journal, 31(12), 101873. https://doi.org/10.1016/j.jsps.2023.101873
Alowais, M., Rudd, G., Besa, V., Nazar, H., Shah, T., & Tolley, C. (2024). Digital literacy in undergraduate pharmacy education: a scoping review. Journal of the American Medical Informatics Association, 31(3), 732–745. https://doi.org/https://doi.org/10.1093/jamia/ocad223
Altwaijry, N., Ibrahim, A., Binsuwaidan, R., Alnajjar, L. I., Alsfouk, B. A., & Almutairi, R. (2021). Distance education during COVID-19 pandemic: A college of pharmacy experience. Risk Management and Healthcare Policy, May 21, 2099–2110. https://doi.org/10.2147/RMHP.S308998
Ashraf, M. A., Yang, M., Zhang, Y., Denden, M., Tlili, A., Liu, J., Huang, R., & Burgos, D. (2021). A systematic review of systematic reviews on blended learning: Trends, gaps and future directions. Psychology Research and Behavior Management ISSN:, 1525–1541. https://doi.org/10.2147/PRBM.S331741
Busch, F., Hoffmann, L., Shpati, K., Truhn, D., Palaian, S., Makowski, M. R., & Adams, L. C. (2024). International pharmacy students’ perceptions towards artificial intelligence in medicine - A multinational, multicentre cross-sectional study. British Pharmaceutical Society, 90(3), 649–661. https://doi.org/10.1111/bcp.15911
Cain, J., Malcom, D. R., & Aungst, T. D. (2023). The role of artificial intelligence in the future of pharmacy education. American Journal of Pharmaceutical Education, 87(10), 100135. https://doi.org/10.1016/j.ajpe.2023.100135
Crawford, J., Butler-henderson, K., Rudolph, J., Malkawi, B., Glowatz, M., Magni, P. A., & Lam, S. (2020). COVID-19: 20 countries’ higher education intra-period digital pedagogy responses. Journal of Applied Learning & Teaching, 3(1), 9–28. https://doi.org/https://doi.org/10.37074/jalt.2020.3.1.7
Creswell, J. W. (2018). Qualitative inquiry & research design: Choosing among five approach. In SAGE Publications, Inc. (3rd Ed.). Sage Publications, Inc. https://doi.org/10.1017/CBO9781107415324.004
Dedeilia, A., Sotiropoulos, M. G., Hanrahan, J. G., Janga, D., Dedeilias, P., & Sideris, M. (2020). Medical and surgical education challenges and innovations in the COVID-19 era: A systematic review. In Vivo, 34(3 suppl), 1603–1611. https://doi.org/10.21873/invivo.11950
Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5–22. https://doi.org/10.1177/0047239520934018
Ernawati, D. K., & Utami, D. K. I. (2020). The impact of inteprofessional education to health students’ collaborative competencies. International Journal of Evaluation and Research in Education, 9(3), 660–664. https://doi.org/10.11591/ijere.v9i3.20489
Gao, M., Cui, Y., Chen, H., Zeng, H., Zhu, Z., & Zu, X. (2022). The efficacy and acceptance of online learning vs . offline learning in medical student education: A systematic review and meta-analysis. Journal of Xiangya Medicine, June 30(7). https://doi.org/10.21037/jxym-22-3
Garnier, A., Vanherp, R., Bonnabry, P., & Bouchoud, L. (2023). Use of simulation for education in hospital pharmaceutical technologies: A systematic review. European Journal of Hospital Pharmacy, 30(2), 70–76. https://doi.org/10.1136/ejhpharm-2021-003034
Gharib, A. M., Bindoff, I. K., Peterson, G. M., & Salahudeen, M. S. (2023). Computer-based simulators in pharmacy practice education: A Systematic narrative review. Pharmacy, 11(1), 8. https://doi.org/10.3390/pharmacy11010008
Gligorea, I., Cioca, M., Oancea, R., Gorski, A.-T., Gorski, H., & Tudorache, P. (2023). Adaptive learning using artificial intelligence in e-learning: A literature review. Education Sciences, 13(12), 1216. https://doi.org/10.3390/educsci13121216
Hirose, M., & Creswell, J. W. (2023). Applying core quality criteria of mixed methods research to an empirical study. Journal of Mixed Methods Research, 17(1), 12–28. https://doi.org/10.1177/15586898221086346
Husamah, H., Suwono, H., Nur, H., Dharmawan, A., & Chang, C.-Y. (2023). The existence of environmental education in the COVID-19 pandemic: A systematic literature review. Journal of Mathematics, Science and Technology Education, 19(11), em2347. https://doi.org/10.29333/ejmste/13668
Khafizova, A. A., Galimov, A. M., Kharisova, S. R., Grebenshchikova, L. Y., Yagudina, R. I., & Smirnova, L. M. (2023). The impact of healthcare digitalization on the medical education curricula and programs : Points of convergence and divergence. Contemporary Educational Technology, 15(4), ep479. https://doi.org/10.30935/cedtech/13768
Khamis, S., Abdi, A. M., & Basgut, B. (2020). Preparing lifelong learners for delivering pharmaceutical care in an ever-changing world : a study of pharmacy students. BMC Medical Education, December(20), 1–13. https://doi.org/10.1186/s12909-020-02394-w
Laksmi, I. C., Hatta, P., & Wihidayat, E. S. (2022). A systematic review of IoT platforms in educational processes. Proceedings of the International Conference on Industrial Engineering and Operations Management, 5265–5274.
Langelaan, B. N., Gaikhorst, L., Smets, W., & Oostdam, R. J. (2024). Differentiating instruction: Understanding the key elements for successful teacher preparation and development. Teaching and Teacher Education, 140(November 2023), 104464. https://doi.org/10.1016/j.tate.2023.104464
Lee, K., & Fanguy, M. (2022). Online exam proctoring technologies: Educational innovation or deterioration? British Journal of Educational Technology, 53(3), 475–490. https://doi.org/10.1111/bjet.13182
Lee, K., Fanguy, M., Bligh, B., & Lu, X. S. (2022). Adoption of online teaching during the COVID-19 Pandemic: a systematic analysis of changes in university teaching activity. Educational Review ISSN:, 74(3), 460--83. https://doi.org/10.1080/00131911.2021.1978401
Leoncio, J., Muñoz, R., Ojeda, F. M., Lizbeth, D., Jurado, A., Fritz, P., Peña, P., Paolo, C., Carranza, M., Berríos, H. Q., Molina, S. U., Farfan, A. R. M., Arias-Gonzáles, J. L., & Vasquez-Pauca, M. J. (2022). Systematic review of adaptive learning technology for learning in higher education. Eurasian Journal of Educational Research, 98, 221–233. https://doi.org/10.14689/ejer.2022.98.014
Mohammed, C. A., Anand, R., & Ummer, V. S. (2021). Interprofessional education (IPE): A framework for introducing teamwork and collaboration in health professions curriculum. Medical Journal Armed Forces India, 77, S16–S21. https://doi.org/10.1016/j.mjafi.2021.01.012
Muhaimin, M., Habibi, A., Riady, Y., Alqahtani, T. M., Chaerunisaa, A. Y., Wijaya, T. T., Milanda, T., Yusop, F. D., & Albelbisi, N. A. (2023). Covid-19 distance and online learning: A systematic literature review in pharmacy education. BMC Medical Education, 23(1), 367. https://doi.org/10.1186/s12909-023-04346-6
Nichuhovska, L., Nikolenko, L., Bondarenko, Z., Motorina, V., & Prykhodko, T. (2023). Challenges and prospects of online education in the context of barrier-free access. Multidisciplinary Reviews, 6(2023). https://doi.org/10.31893/multirev.2023spe020
Oliveira, R. De, Silva, S., Carlos, D., Anacleto, S., Pedro, D. A., & Menezes, S. (2022). Digital pharmacists: The new wave in pharmacy practice and education. International Journal of Clinical Pharmacy, 44(3), 775–780. https://doi.org/10.1007/s11096-021-01365-5
Onesi-ozigagun, O., Ololade, Y. J., Eyo-udo, N. L., & Ogundipe, D. O. (2024). Revolutioning education through AI: A Comprehensive review of enhancing learning experiences. International Journal of Applied Research in Social Sciences, 6(4), 589–607. https://doi.org/10.51594/ijarss.v6i4.1011
Pires, C. (2022). Perceptions of Pharmacy Students on the E-Learning Strategies adopted during the COVID-19 pandemic: A systematic review. Pharmacy, 10(1), 31. https://doi.org/https://doi.org/10.3390/ pharmacy10010031
Pires, C. (2023). A SWOT analysis of pharmacy students’ perspectives on e-learning based on a narrative review. Pharmacy, 11(3), 89. https://doi.org/10.3390/pharmacy11030089
Sabrina, F., Azad, S., Sohail, S., & Thakur, S. (2022). Ensuring academic integrity in online assessments: A literature review and recommendations. International Journal of Information and Education Technology, 12(1), 60–70. https://doi.org/10.18178/ijiet.2022.12.1.1587
Seifman, M. A., Fuzzard, S. K., To, H., & Nestel, D. (2022). COVID-19 impact on junior doctor education and training: A scoping review. Postgradruate Medical Journal, 98, 466–476. https://doi.org/10.1136/postgradmedj-2020-139575
Shakhman, L. M., Omari, O. Al, Arulappan, J., & Wynaden, D. (2020). Interprofessional education and collaboration: Strategies for implementation. Oman Medical Journal, 35(3), e160. https://doi.org/10.5001/omj.2020.83
Sistermans, I. J. (2020). Integrating competency-based education with a case-based or problem-based learning approach in online health sciences. Asia Pacific Education Review, 21(4), 683–696. https://doi.org/10.1007/s12564-020-09658-6
Tur, G., Castañeda, L., Torres-kompen, R., & Carpenter, J. P. (2024). A literature review on self-regulated learning and personal learning environments: Features of a close relationship. Interactive Learning Environments, 32(4), 1402–1421. https://doi.org/10.1080/10494820.2022.2121726
DOI: https://doi.org/10.20961/ijpte.v9i1.98016
Refbacks
- There are currently no refbacks.
Copyright (c) 2025 I Gusti Ayu Rai Widowati, Ida Ayu Manik Partha Sutema, Ni Putu Aryati Suryaningsih
This work is licensed under a Creative Commons Attribution 4.0 International License.
 | International Journal of Pedagogy and Teacher Education Print ISSN: 2597-7792 |