Digital literacy in undergraduate pharmacy education: a scoping review
Authors: Alowais M , Rudd G , Besa V , Nazar H , Shah T , Tolley C 
Published: April 2024

Abstract

Introduction
Digital health technologies (DHTs) play a crucial role in enhancing patient care and have become an integral part of pharmacy practice. However, to fully harness the benefits of digital health, it is imperative to have a digitally literate pharmacy workforce. Despite ongoing efforts to promote digital literacy, there remains a gap in digital health education within many pharmacy schools.

Aim
To explore strategies used in the education, training, and assessment of digital literacy among undergraduate pharmacy students and trainees.

Methods
Following the Joanna Briggs Institute (JBI) methodology and guided by a registered protocol. Five electronic databases were searched (MEDLINE [Ovid], PubMed, Embase, Scopus, and CINAHL), using specific keywords and index terms. The eligibility criteria included: Participants (undergraduate pharmacy students and trainees), Concept (digital literacy in terms of curriculum development, training approaches, assessment methods, and evaluation), Context (worldwide studies), and Types of Sources (all study types published in English between 1995 and 2022). Three independent reviewers performed study selection in two phases (titles/abstracts and full text), resolving any discrepancies through discussion with two additional reviewers. Data were extracted by two reviewers using a predefined table. The extracted data were thematically analysed, examining patterns and themes across the studies, using the Health Education England (HEE) capability framework as an initial thematic framework.[1] The Constructive alignment theory was applied to assess the alignment between taught material and assessment approaches in the reviewed studies.[2]

Results
We identified 624 articles and included a total of 57 studies in our scoping review. Four main themes were generated: (1) competencies, skills, and learning objectives, (2) delivery methods, (3) assessment methods, and (4) course development. The studies identified three categories of learning objectives for digital literacy: theoretical understanding of health informatics, familiarity with various DHTs, and applied informatics for patient-centred care and interprofessional collaboration. The review found a variety of delivery methods, with blended approaches being the most commonly used. Various assessment strategies were employed, including retrieving data from DHTs for patient plan presentations, live evaluations of DHT skills, critical appraisal of DHTs, and quizzes/written exams. Multiple strategies were also utilised for course development, including literature reviews, evaluations of existing courses, piloting, and collaboration with organisations, experts, companies, and schools to develop digital health courses at undergraduate pharmacy schools.

Conclusion
This scoping review is the first study to focus on incorporating digital literacy education into undergraduate pharmacy programmes, emphasising its significance. It identifies learning objectives, skills, competencies, teaching and assessment method to achieve this goal. Recommendations include prioritising foundational knowledge, keeping pace with the developing technology, using standardised guidelines for reporting educational interventions, and partnering with stakeholders to facilitate the development of digital literacy courses. While providing a valuable overview and practical suggestions for enhancing digital literacy education, our study acknowledges limitations, such as the potential oversight of relevant unpublished studies and a lack of detail in some reviewed studies. Nevertheless, it offers essential insights and a foundation for future research and collaborative efforts to prepare future pharmacists for the evolving landscape of digital health.

References
1. Health Education England. Digital Capabilities for the Pharmacy Workforce. Available from: https://www.hee.nhs.uk/our-work/digital-literacy/profession-service-specific-digital-capabilities
2. Biggs J. Enhancing teaching through constructive alignment. Higher Education. 1996;32(3):347-64.