Objectives. This article describes a class project in which a student-created online tool for asynchronous study was compared with 2 nontechnological, problem-based learning formats. The objectives were to encourage self-directed skill development; to address learning style preferences; and to quantitatively and qualitatively assess the relative merits of electronic-based vs traditional problem-based learning (PBL) tools on knowledge and skills building. Methods. Students performed 3 PBL exercises for the same topic: completion of the electronic-based case; research and presentation of situational cases to peers; and creation of cases and answer keys for role-playing with junior students as patients. Educational outcomes and student perceptions from an online survey are reported. Results. Online case scores were similar to other PBL, examination, and course scores. Students felt that teaching their peers and creating cases built knowledge and skills more effectively than completing online cases. Furthermore, teamwork was preferred to working individually. Conclusion. This project gave students a balanced, enhanced knowledge perspective from 3 varied, engaging PBL formats; fostered peer teaching, mentoring, and technology skills; and created insights comparing web-based tools to other methods for autonomous lifelong learning.

Objectives. This article describes a class project utilizing an electronic-based format, entitled "VITAL: a virtual interactive case tool for asynchronous learning." The objective was to encourage self-directed skill development using the Internet as a source to deliver and acquire knowledge. Methods. Student teams developed a web-based, interactive tool to facilitate independent learning in non-prescription drugs courses. The course website server provided an online structure for database submission, publication, and review of therapeutic cases following established objectives and guidelines. Student perceptions of the learning value of the project in terms of participation and as a potential knowledge resource are explored and reported in a survey. Results. The results were a series of standardized cases using multiple-choice questions which provide feedback and grading. Content is multimedia enhanced and hyperlinked to additional references. Conclusion. This project fostered independent learning and team dynamics in presentation of applied case-based information to health professional peers. Students considered the asynchronous, interactive approach an engaging way to enhance learning.

Using 1st-year students is psychometrically feasible and may provide learning benefits to the student participants

Objectives. To create, implement, and assess a self-directed online course based on 3 critical reasoning principles to develop pharmacy students' skills in literature appraisal, content, metacognition, and assessment. Design. Students completed 3 assignments for the course: compile a literature appraisal on a healthcare topic; plan learning objectives and meta-cognitive skills for a learning module; and create a case-based online lesson with multi-structured feedback.Assessment. An online exit survey evaluated students' perceptions regarding development of ACE (agency, collaboration, expertise) principles and preparation for competency. Students reported acquisition of ACE principles and noted improvements in their learning approaches, sense of responsibility for individual and community learning, skills, and confidence.Conclusions. An online elective course in self-care addressed practice standards for patient safety, maintenance of competency, and interprofessional education by emphasizing critical reasoning skills.

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