Pilot Study of a Distance-Learning Methodology Used on Campus for First Professional Degree Pharmacy Students in an Integrated Therapeutics Module

Faulkner, Thomas P.; Christoff, Jeffrey J.; Sweeney, Marc A; Oliver, Nathan

doi:10.5688/aj690107

Cited by 9 publications

(11 citation statements)

References 2 publications

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“…9 In our study, the online and classroom sections were identical, except for how the lecture was delivered to students. When course content was kept the same, several studies have shown no difference in student performance, 2,10,12,13,15,20,21 while 1 study showed that students in the online group performed better. 11 Specific to our study, students were randomly allocated to their sections for the entire course.…”

Section: Discussionmentioning

confidence: 99%

“…2,7,[10][11][12][13][14][15] In the pharmacy literature, 1 study compared student performance in a medicinal chemistry course in a Web-based doctor of pharmacy (PharmD) program with a traditional, on-campus PharmD program. assessments; however, the on-campus students performed significantly better on preclass assessment quizzes, case presentations, and final grades.…”

Section: Introductionmentioning

confidence: 99%

“…Another study showed that students randomly assigned to either a distance-learning or traditional classroom delivery method for a therapeutics course module performed similarly. 15 There is a lack of evidence in the pharmacy education literature about a direct comparison of online to classroom delivery of course material, especially with the same cohort of students for an entire course.…”

Section: Introductionmentioning

confidence: 99%

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Comparison of Online Versus Classroom Delivery of an Immunization Elective Course

Porter

Pitterle

Hayney

2014

American Journal of Pharmaceutical Education

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Objective. To compare performance and preferences of students who were randomly allocated to classroom or online sections of an elective course on immunization. Methods. Students were randomly assigned to either the classroom or online section. All course activities (lectures, quizzes, case discussions, vaccine administration, and final examination) were the same for both sections, except for the delivery of lecture material. Assessment. Students were surveyed on their preferences at the beginning and end of the semester. At the end of the semester, the majority of students in the classroom group preferred classroom or blended delivery while the majority of students in the online group preferred blended or online delivery (p,0.01). Student performance was compared at the end of the semester. There was no significant difference for any of the grades in the course between the 2 sections. Conclusion. There was no difference in student performance between the classroom and online sections, suggesting that online delivery is an effective way to teach students about immunization.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Comparison of Online Versus Classroom Delivery of an Immunization Elective Course

Porter

Pitterle

Hayney

2014

American Journal of Pharmaceutical Education

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“…Most studies in pharmacy education concerning distance or online learning have used some mode of technology to deliver instruction to a distant campus and have compared the performance of students at the distant campus to students receiving traditional instruction on the main campus. [21][22][23][24][25][26][27] With one exception, 25 the conclusion has been that there is no significant difference between the 2 modes of delivery. Across other disciplines in higher education, similar studies have examined the performance of distance-based students completing coursework delivered via a new mode to students completing coursework in the traditional classroom setting, 28,29 most of which demonstrated there was no significant difference between the 2 modes of delivery.…”

Section: Learning Environmentsmentioning

confidence: 99%

Roles of Innovation in Education Delivery

et al. 2009

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This paper reviews trends in higher education, characterizing both the current learning environments in pharmacy education as well as a vision for future learning environments, and outlines a strategy for successful implementation of innovations in educational delivery. The following 3 areas of focus are addressed: (1) rejecting the use of the majority of classroom time for the simple transmission of factual information to students; (2) challenging students to think critically, communicate lucidly, and synthesize broadly in order to solve problems; and (3) adopting a philosophy of ''evidence-based education'' as a core construct of instructional innovation and reform.Keywords: blended learning, distance education, e-learning, learning environment, online learning INTRODUCTIONAlthough many of our colleagues in the academy might protest vociferously, we contend that higher education has focused for far too long and much too closely on the wrong metric of student performance, and that this misguided focus, however practical and well-intentioned, has influenced virtually all aspects of the educational enterprise. The raison d'être for higher education is simple and straightforward: to prepare students, predominantly young adults, for future success. Success, of course, can be defined in many ways: the ability to pursue and advance in the career of one's choice; the ability to contribute meaningfully to one's community; the ability to pursue an ''intellectual life.'' The challenge to higher education, and where we contend that the academy has failed, is in measuring, in a meaningful way, the success of our students. This failing is particularly problematic for programs that prepare students to pursue a specific profession, such as pharmacy, as compared to those that provide a broader liberal arts experience.Instead of attempting to assess the true impact on students, educational programs at all levels have focused on easier, and arguably more objective, metrics: course grades, aggregate grade point averages, and scores on standardized examinations. These short-term endpoints have resulted predictably in short-term thinking by all parties associated with the educational enterprise. Students, for example, often focus on what is required to achieve a particular grade in a given course. How many times have we listened to our faculty colleagues complain about students asking the question: ''Will this material be on our exam?'' (In contrast, how frequently do we hear our students ask the more intellectually satisfying question, ''How will I be able to use this material once I am in practice?'') Similarly, classroom instructors focus predominantly on content or technical aspects of application. While this is viewed as providing the necessary foundation upon which students can build in a discrete discipline, valuable opportunities to help students learn how to think, rather than simply what to remember, are lost. Moreover, entire educational systems focus on end-of-course, endof-grade, or end-of-program performance measures ...

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“…3 Several studies have examined the use of synchronous videoconferencing in pharmacy education. [1][2][4][5][6][7][8][9][10][11][12][13] Interested readers are referred to a recent study on the use of synchronous videoconferencing by Kidd et al 2 These studies mainly focused on and assessed synchronous videoconferencing as a content delivery tool and did not find a significant difference in the students' course grade among main and satellite campuses. For instance, MacLaughlin et al 7 reported their assessment of using synchronous videoconferencing lectures delivered via Internet to multiple campuses at the Texas Tech School of Pharmacy and found no difference in learning outcomes of several pharmacotherapy courses between local and distant students.…”

Section: Introductionmentioning

confidence: 99%

Asynchronous Video Streaming vs. Synchronous Videoconferencing for Teaching a Pharmacogenetic Pharmacotherapy Course

Moridani¹

2007

Am J Pharm Educ

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Objectives. To compare students' performance and course evaluations for a pharmacogenetic pharmacotherapy course taught by synchronous videoconferencing method via the Internet and for the same course taught via asynchronous video streaming via the Internet. Methods. In spring 2005, a pharmacogenetic therapy course was taught to 73 students located on Amarillo, Lubbock, and Dallas campuses using synchronous videoconferencing, and in spring 2006, to 78 students located on the same 3 campuses using asynchronous video streaming. A course evaluation was administered to each group at the end of the courses. Results. Students in the asynchronous setting had final course grades of 89% 6 7% compared to the mean final course grade of 87% 6 7% in the synchronous group ( p 5 0.05). Regardless of which technology was used, average course grades did not differ significantly among the 3 campus sites. Significantly more of the students in the asynchronous setting agreed (57%) with the statement that they could read the lecture notes and absorb the content on their own without attending the class than students in the synchronous class (23%; chi-square test; p , 0.001). Conclusions. Students in both asynchronous and synchronous settings performed well. However, students taught using asynchronous videotaped lectures had lower satisfaction with the method of content delivery, and preferred live interactive sessions or a mix of interactive sessions and asynchronous videos over delivery of content using the synchronous or asynchronous method alone.Keywords: video streaming, videoconferencing, pharmacogenetics, distance learning, synchronous, asynchronous, Internet-based course, WebCT, virtual learning INTRODUCTIONMany new schools of pharmacy have been established and many existing schools of pharmacy are increasing class size and opening satellite campuses in an attempt to alleviate the shortage of pharmacists. Distance-education technology 1 such as online courses, interactive videoconferencing, videotaped lectures, and audio-taped lectures are used to deliver pharmacy courses to an increasing number of students.2 Distance education is defined as ''a separation in time and/or space between the learner and the instructor.'' However, in using these technologies, the quality of instruction and the ability of students to master course outcomes should be kept in mind and assessed as these technologies are used.3 Several studies have examined the use of synchronous videoconferencing in pharmacy education.1-2,4-13 Interested readers are referred to a recent study on the use of synchronous videoconferencing by Kidd et al. 2 These studies mainly focused on and assessed synchronous videoconferencing as a content delivery tool and did not find a significant difference in the students' course grade among main and satellite campuses. For instance, MacLaughlin et al 7 reported their assessment of using synchronous videoconferencing lectures delivered via Internet to multiple campuses at the Texas Tech School of Pharmacy and found no difference...

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Pilot Study of a Distance-Learning Methodology Used on Campus for First Professional Degree Pharmacy Students in an Integrated Therapeutics Module

Cited by 9 publications

References 2 publications

Comparison of Online Versus Classroom Delivery of an Immunization Elective Course

Comparison of Online Versus Classroom Delivery of an Immunization Elective Course

Roles of Innovation in Education Delivery

Asynchronous Video Streaming vs. Synchronous Videoconferencing for Teaching a Pharmacogenetic Pharmacotherapy Course

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