Comparison of pharmacy students randomized to receive drug information reference education via recording or interactive Moodle lesson

Abstract

This study assessed the efficacy of an interactive Moodle lesson teaching the subject of references commonly used to answer drug information (DI) questions on pharmacy student performance and retention. Students were randomized to receive education via either the lesson or a recorded lecture. Students completed a baseline knowledge assessment, an assignment following instruction, the same baseline assessment at the end of the semester to assess retention, and a survey on their experience with the assigned education technique. The differences of median grades on assessments and survey results between groups were compared via Mann-Whitney U tests. Student performance on the baseline assessment was comparable between groups (n = 40 per group; 47.22% vs. 48.61%). Retention of knowledge was less in students in the lesson group (63.89%) than in the lecture group (75%). Students taught by lecture performed better (90.63%) than those taught by lesson (87.5%) on the post-instruction assignment. Survey results from participants (n = 32/80) showed more students in the lecture group (n = 16) agreed time associated with educational technique was reasonable (69% vs. 31%), technique was valuable to learning (75% vs. 44%), and experience was satisfying (56% vs. 31%). These results show student retention of knowledge was not improved with use of a Moodle lesson in comparison with a recorded lecture. Student performance was better immediately following education when taught by lecture and more lecture-taught students agreed the educational technique was time-appropriate, valuable, and satisfying.

Relationships Between Remote Asynchronous Lectures and Summative Assessment Performance in four Pharmacotherapeutics Courses

“…Grades from previous classes, which were live and in person, were not assessed against the learners. Similar to our report, other studies are cohort or cross-sectional designs evaluating course-related outcomes, 9,10,14-17,22 whereas longitudinal assessment of outcomes throughout didactic and experiential curricula is necessary to demonstrate knowledge retention and skills proficiency over time.…”

“…Students who watch recorded lectures versus those who participate in interactive lessons, such as Moodle, demonstrated an absolute 12% score increase on their course summative assessment. 9 In 1 study of 633 pharmacy students in a pharmacokinetics course, final exam scores were approximately 8% higher in those years in which video podcasts were implemented. 10 Similar results were found in a pharmaceutical calculations module, in which students who had videos available performed better on the calculations quizzes than previous years.…”

Scenario Analysis and Proposed Plan for Pakistan Universities – COVID – 19: Application of Design Thinking Model

“…Likewise, another group of researchers conducted the study to compare the pharmacy students' learning on drugs wither via lessons or recorded lectures. The students who received and learned through the recoded performed better than those who were taught by lessons (Wisniewski & Hortman, 2019).…”

E-Module Implementation by Using Feature-Lesson-Based of Moodle in Physics Learning Multimedia Practices for Students of Prospective Physics Teacher

“…However, broader testing of the effectiveness of using lessons in this course needs to be done. S. Wisniewski and Hortman have proven that between providing video recordings of learning and using lessons in Moodle, there is no significant difference in the achievement of pharmacy students (Wisniewski & Hortman, 2019). The need to prove the suitability of the content with the lesson format is very important before the research is carried out (Wisniewski & Hortman, 2019).…”