An Instructional Seminar for Online Case-Based Discussions

Abstract

Objective. To assess a training seminar developed to prepare pharmacy instructors to facilitate online discussions. Design. A 2-part seminar was developed to train faculty members and teaching assistants to facilitate online case-based discussions. A preseminar survey instrument was distributed to potential attendees and a postseminar survey instrument was given to those who attended the seminar. Assessment. Twenty (91%) instructors completed the preseminar survey instrument. Eleven of these instructors attended at least 1 session of the seminar and indicated that the didactic and/or application portions were either ''helpful'' or ''very helpful.'' These faculty members and teaching assistants also completed the postseminar survey instrument and conveyed a significant increase in level of comfort in their ability to facilitate online case-based discussions (p50.004). The 3 most frequently perceived barriers to online teaching remained consistent despite training or teaching experience. Conclusions. After attending a training seminar and/or facilitating an online case discussion, participants' comfort level in their ability to teach online increased. Further study of the impact of faculty development programs on teaching effectiveness and student satisfaction with online pharmacy education is warranted.

Use of seminars for teaching and learning in higher education: recommendations for business and management teaching

“…This will result in more accurate and useful design and development of coursework. LeBlanc et al (2007) examined pharmacy instructors to help online discussions. After attending a training seminar, participant's comfort level in their ability to teach online increased.…”

“…Azara, 2003;Benaya et al, 2010;Domizi, 2013;Negovan and Osiceanu, 2012) and other contemporary disciplines (e.g. Allen et al, 2000;Beaton, 2007;Hrastinski and Jaldemark, 2012;Jaarsma et al, 2009;LeBlanc et al, 2007;Spruijt et al, 2013) have prescribed recommendations for using seminars in their corresponding settings.…”

“…They also suggested that teachers need extra training in helping group toward effective learning. Assessing training seminar to prepare pharmacy instructors to help online discussions, LeBlanc et al (2007) recommended that increasing the time assigned for the overall seminar and spending more time on the application portion are some of the steps required for improving its standard. Spruijt et al (2013) recommended reducing the group size to decrease obscurity and facilitate students and teacher build a positive relationship.…”

“…Coodin and Chisholm, 2001;Deutsch, 2002;El-Mallakh, 2001), pharmacy (e.g. LeBlanc et al, 2007), nursing (e.g. Beaton, 2007;Hofsten et al, 2010), and clinical courses (e.g.…”

What are Learner and Instructor Preferences for Group Size and Composition for a Series of Synchronous Online Case Discussions for Upper Extremity Trauma Surgeons?

“…King et al found that online synchronous problem-based learning in an interprofessional health science course might be beneficial [ 15 ]. A practice session for both faculty and participants to overcome technical issues before starting a module is recommended and the importance of good communication online must be emphasised (since nonverbal communication is limited) [ 15 , 16 ]. Another advantage of online courses is the possibility of a worldwide interaction without the need for travelling [ 16 ].…”