Assuring Excellence in Distance Pharmaceutical Education

Objectives. To compare outcomes of distance education using interactive videoconferencing vs on-site education in pharmacotherapy courses. Methods. Four third-year required pharmacotherapy courses (Integumentary, Bone and Joint Disorders, Neurology, and Psychiatry) were offered locally (Amarillo, Tex) and at a distance (Lubbock, Tex, and Dallas, Tex) by interactive videoconferencing. To assess if students at distant sites are at a disadvantage, grade point averages (GPAs) before course enrollment and final grades attained were compared among all sites using one-way ANOVA. Results. Seventy-eight students were enrolled; 32 local (Amarillo) and 46 distant (Lubbock, n = 19; Dallas, n = 27). There were no significant differences in mean GPA before fall semester (precourse) enrollment (Amarillo = 83.5, Lubbock = 83.0, Dallas = 83.0; p = 0.91). There were no significant differences in student performance in the pharmacotherapy courses between local and distant sites (p>0.05 for all comparisons). Student performance in each course correlated with GPA. Conclusions. There was no difference in learning outcomes in pharmacotherapy courses between local and distant students using videoconferencing.

Section: Study Methodologymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Impact of Distance Learning Using Videoconferencing Technology on Student Performance

MacLaughlin¹,

Supernaw²,

Howard³

2004

“…A variety of distance education programs exist, including programs with courses that are totally Internet-based and hybrid courses that blend face-to-face and online components. 1,2 The Texas Tech University Health Sciences Center School of Pharmacy first initiated distance education courses in the third year of the doctor of pharmacy program in 1999. MacLaughlin and colleagues evaluated differences in learning outcomes in these third-year pharmacotherapy courses between local and distant students.…”

Section: Introductionmentioning

confidence: 99%

Achieving Equivalent Academic Performance Between Campuses Using a Distributed Education Model

Fike¹,

McCall²,

Raehl³

et al. 2009

Objectives. To demonstrate that students in competency-based anatomy and pharmaceutical calculations courses performed similarly whether enrolled in the classes through distance education or faceto-face lectures. Methods. Student outcomes data including module examination scores, final course grades, and student demographics data were collected, merged, and analyzed. Results. Mean module examination final scores and final course grades did not significantly differ between students at the lecture site and students at the remote site. Conclusions. The competency-based anatomy and pharmaceutical calculations courses, whether remote or at the lecture site, provided equitable learning opportunities and roughly equivalent learning outcomes for students.

“…Consistent with other reports in the literature, it is a more efficient and effective process to concentrate and complete development over a short time period and well in advance of the delivery of the material and to utilize a team approach. 5 Allowing students the freedom to set pace of learning seems to be a desirable and feasible educational format if an adequate system is in place.…”

Section: Discussionmentioning

confidence: 99%

An Online Elective Course for Undergraduate Students on Common Prescription Medications

Pittenger¹,

Janke²,

Bumgardner³

2009

Objectives. To design, implement, and evaluate an online elective course on common prescription medications for undergraduate (pre-and non-health professional) students.Design. An 8-module online course on common prescription medications was designed following the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) instructional design model and offered to students for 8 consecutive semesters. Assessment. Following each offering, performance data were analyzed and a course review conducted, including evaluation of entrance survey data and course evaluations. Direct analysis of data over 2 offerings and grade distribution comparisons over all 8 offerings, demonstrated consistent knowledge gains. Feedback from course evaluations and a continual increase in enrollment over the 8 semesters indicated student satisfaction with the course. Conclusion. Systematic design and quality assurance/improvement strategies resulted in the successful establishment of an online pharmacotherapy course for undergraduate, nonpharmacy students.