Virtual spaced-learning method, during COVID-19 for Pharm D students

Abstract

Background The coronavirus (COVID-19) outbreak basically changed teaching methods across the world, and learning was almost replaced by virtual learning during the pandemic. Also, the spacing effect is one of the most well-established phenomena in the science of learning. Using temporal intervals for re-exposing learners to information over time (spaced learning) leads to more effective retention of knowledge compared to having information presented at a single time (massed learning). Hence, we designed a virtual spaced learning method to reap the benefits of virtual learning and spaced learning concomitantly. Methods/approach An interventional semi- experimental survey among 66 Pharm D students was designed and implemented. Students were divided into two groups (spaced vs mass learning) in the national integrated virtual education platform (NAVID) as the matrix for teaching as well as evaluation. Classes were conducted in the following sequence: 1- answering the pre-test, 2- watching and listening to the educational content (separately for each group), 3- answering the post-test (n = 1). The pre/post-test consisted of 10 four-choice questions based on the Kirkpatrick Model extracted from the educational content. Results/outcomes Findings revealed that the average score was not significantly different between the post-tests of the spaced learning and mass learning (7.26 ± 2.26 vs 6.5 ± 2.5) methods utilizing the independent t- test (p ≥ 0.05). Conclusions Since no statistically significant improvement was observed in the virtual spaced learning group compared to the control group, it seems that clarifying the significant influence of the spaced learning strategy in pharmacy education requires longer period of study, or study on less complex or skill-based topics for further evaluation.

Using Gallery Walk Method to Enhance Learning Outcomes and Retention of Nurse Anesthesia Students in Iran: A Quasi-Experimental Study

“…Therefore, the students in the two groups were homogeneous regarding their GPA and year of study. A comparison of the mean scores at the pretest and posttest in both intervention and control groups showed a significant difference, which was consistent with the results of Sharifdini et al (18). However, no significant difference was observed between the two groups in terms of the mean scores at immediate posttest.…”

“…In this method, not only is the educational process student-centered, but it is also possible that shy students, who are inactive in traditional classes, assume an active role. Also, due to the importance of timing in preparing and reviewing posters in this technique, students get to know the concept of time management (18).…”

“…One type of TBL which relies on student-centered techniques is Gallery Walk (GW). In this method, the student plays the main role in the learning process, and the instructor acts as a supervisor and facilitator (18). The way GW is implemented is similar to when a person visits an art gallery with a friend to admire works of art.…”

“…In this technique, students' learning in groups provides them with the opportunity to discuss the desired topic freely, and thereby learning shifts from a passive activity (e.g., lectures in the classroom) to an active one (i.e., group discussion), improving their higher-order intellectual skills (20). On the other hand, the educational method employed in this technique not only familiarizes learners with the concept of time management in a practical way but also promotes peer evaluation, practice, and focus on a variety of tasks and challenges (18,21).…”