Abstract：
There are many challenges associated with longitudinally applying therapeutic knowledge in the pharmacy curriculum. This study investigated student participation using the messaging platform, WhatsApp (Meta Platforms, Inc.), as a discussion-based platform for pharmacy students.
The created WhatsApp group chat discussion, \"The Daily Dose,\" was a longitudinal learning experience occurring during pharmacy students\' last year of clinical rotations or third year of didactic learning. Students were asked daily clinical questions in the application and participation was primarily assessed. This study included a pre-survey, discussion participation assessment, and a post-survey. The surveys assessed student self-evaluations of their learning, clinical confidence levels, board preparedness, and program learning experience feedback.
A total of 115 questions were asked and 37 students voluntarily joined. Students participated by responding to 97% of questions. Of the 37 students who joined, 81% were experiential education students and 19% were didactic education students. A moderator needed to prompt for participation for 34% of the questions. The majority of students (95%) learned something new. Experiential education students were more likely to participate than didactic education students. A moderator may be beneficial to keep the discussion active. Students\' self-evaluations of clinical confidence and board preparedness increased after participating in The Daily Dose.
The Daily Dose is an innovative way to engage student discussion and reinforce pharmacy therapeutic knowledge. This tool could be expanded to use with multiple pharmacy learners.
The created WhatsApp group chat discussion, \"The Daily Dose,\" was a longitudinal learning experience occurring during pharmacy students\' last year of clinical rotations or third year of didactic learning. Students were asked daily clinical questions in the application and participation was primarily assessed. This study included a pre-survey, discussion participation assessment, and a post-survey. The surveys assessed student self-evaluations of their learning, clinical confidence levels, board preparedness, and program learning experience feedback.
A total of 115 questions were asked and 37 students voluntarily joined. Students participated by responding to 97% of questions. Of the 37 students who joined, 81% were experiential education students and 19% were didactic education students. A moderator needed to prompt for participation for 34% of the questions. The majority of students (95%) learned something new. Experiential education students were more likely to participate than didactic education students. A moderator may be beneficial to keep the discussion active. Students\' self-evaluations of clinical confidence and board preparedness increased after participating in The Daily Dose.
The Daily Dose is an innovative way to engage student discussion and reinforce pharmacy therapeutic knowledge. This tool could be expanded to use with multiple pharmacy learners.
摘要：
在药学课程中纵向应用治疗知识存在许多挑战。这项研究调查了学生使用短信平台的参与情况，WhatsApp（元平台，Inc.),作为药学专业学生的讨论平台。
创建的WhatsApp群聊讨论，“每日剂量，“是在药学专业学生去年的临床轮换或第三年的教学学习期间发生的纵向学习经历。在申请中每天向学生询问临床问题，并主要评估参与情况。这项研究包括一项预先调查，讨论参与评估，和事后调查。调查评估了学生对学习的自我评价，临床置信水平，董事会准备，和程序学习经验反馈。
共提出115个问题，37名学生自愿加入。学生回答了97%的问题。在加入的37名学生中，81％是体验式教育学生，19％是教学教育学生。主持人需要提示参与34％的问题。大多数学生（95％）学到了新的东西。体验式教育的学生比说教式教育的学生更有可能参与。主持人可能有利于保持讨论活跃。参加“每日剂量”后，学生对临床信心和董事会准备的自我评估有所增加。
每日剂量是参与学生讨论和加强药学治疗知识的创新方式。该工具可以扩展到与多个药房学习者一起使用。
创建的WhatsApp群聊讨论，“每日剂量，“是在药学专业学生去年的临床轮换或第三年的教学学习期间发生的纵向学习经历。在申请中每天向学生询问临床问题，并主要评估参与情况。这项研究包括一项预先调查，讨论参与评估，和事后调查。调查评估了学生对学习的自我评价，临床置信水平，董事会准备，和程序学习经验反馈。
共提出115个问题，37名学生自愿加入。学生回答了97%的问题。在加入的37名学生中，81％是体验式教育学生，19％是教学教育学生。主持人需要提示参与34％的问题。大多数学生（95％）学到了新的东西。体验式教育的学生比说教式教育的学生更有可能参与。主持人可能有利于保持讨论活跃。参加“每日剂量”后，学生对临床信心和董事会准备的自我评估有所增加。
每日剂量是参与学生讨论和加强药学治疗知识的创新方式。该工具可以扩展到与多个药房学习者一起使用。
