Combined Use of Online Tutorials and Hands-On Group Exercises in Bibliographic Instruction for Pharmacy Students

Abstract

This study describes the new blended learning methodology implemented in a Drug Literature Evaluation course for pharmacy students that involves combined use of online tutorials and in-class group exercises. Assignment grades earned by 909 students enrolled in the course before and after the new methods were implemented (2008-2010) were studied to measure student performance. Course evaluations were analyzed in order to ascertain students' perceptions. The hybrid approach used to deliver the course content allowed students to perform at the same level as traditional didactic teaching. Students' evaluations reported a positive educational experience and favorable perceptions of the new course design.

Evaluating effectiveness of small group information literacy instruction for Undergraduate Medical Education students using a pre‐ and post‐survey study design

“…This approach emphasised student engagement over hands on skills practice, although students were encouraged to follow, demonstrate or try searches using their mobile devices or laptop computers. Lapidus states that ‘using traditional didactic teaching alone is much less effective when educating students about literature searching techniques and the use of print and electronic reference sources’ . Because of the focus on engagement and discussion, the session's objectives could sometimes not be met in the 15 minutes allotted.…”

“…Lapidus states that 'using traditional didactic teaching alone is much less effective when educating students about literature searching techniques and the use of print and electronic reference sources'. 12 Because of the focus on engagement and discussion, the session's objectives could sometimes not be met in the 15 minutes allotted. A course website was developed that supported the objectives, and students were directed to review the content.…”

Case based learning for therapeutics: Student's performance in face to face vs blended learning

“…It should be mentioned that this study referred only to a group of 14 students, and is probably one of its biggest limitations. Still with students of Pharmacy and using a case based learning approach, Lapidus and colleagues [46] sought to test the effectiveness of blended learning approach (compared to face to face) in student performance in terms of capacity for drug literature evaluation. With an N of 909, students were divided in three different groups, having no significant differences were found in terms of the final grade of the course.…”

Piloting a blended model for sustainable IL programming

“…Notably, a blended approach -which pairs online and face-to-face instruction -offers precisely these kinds of opportunities for effective scaffolding learning (Lapidus et al, 2012;Usova, 2011;Kraemer et al, 2007;Anderson and May, 2010). In the face-to-face components of a blended program, hands-on learning and vocalized reasoning in groups can reinforce and expand upon the learning taking place through online tutorials (Lapidus et al, 2012).…”

“…Additionally, Garrison and Kanuka (2004, p. 97) emphasized the role of the instructor in creating a "community of inquiry" in the blended environment, wherein an early face-to-face meeting with students builds community and promotes learner engagement. By combining easy, in-person access to librarians and inquiry-based activities to reinforce and build on concepts learned online, a blended model can foster the reasoning necessary for the development of higher-order critical thinking skills (Reece, 2007;Lapidus et al, 2012;Garrison and Kanuka, 2004).…”