2017
DOI: 10.1016/j.cptl.2017.03.008
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Design, implementation, and evaluation of an online elective course on current topics in pharmacy

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Cited by 11 publications
(12 citation statements)
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“…Undoubtedly, pharmacy programs that already offered online classes were better positioned to transition more of their curricular components to an online setting during the COVID-19 pandemic based on their existing infrastructure and experience. Several educational research studies published before the COVID-19 pandemic have shown that online courses are generally well accepted by pharmacy students and that academic standards can be maintained when pharmacy courses are offered online [2][3][4]. For example, our group and others have demonstrated that more than 50% of pharmacy students taking elective courses preferred online delivery and that student satisfaction levels with online elective courses are high [2][3][4].…”
Section: Introductionmentioning
confidence: 78%
“…Undoubtedly, pharmacy programs that already offered online classes were better positioned to transition more of their curricular components to an online setting during the COVID-19 pandemic based on their existing infrastructure and experience. Several educational research studies published before the COVID-19 pandemic have shown that online courses are generally well accepted by pharmacy students and that academic standards can be maintained when pharmacy courses are offered online [2][3][4]. For example, our group and others have demonstrated that more than 50% of pharmacy students taking elective courses preferred online delivery and that student satisfaction levels with online elective courses are high [2][3][4].…”
Section: Introductionmentioning
confidence: 78%
“…In an online preregistration course developed by Monash University, most pharmacy graduates reported benefits of the online course components, such as increased peer support, shared learning, and immediate feedback on their performance (Elliott et al, 2009). Moreover, in an online elective course on current topics in pharmacy developed by the Monroe School of Pharmacy at the University of Louisiana, the faculty was pleased with the performance of students, where students scored more than 90% in most modules (Pate et al, 2017). A study on online lectures in an introductory drug information course revealed that more than 47% of students reported better learning with online sessions (Freeman, Schrimsher & Kendrach, 2006).…”
Section: Discussionmentioning
confidence: 99%
“…Learning was also assessed subjectively, through pre-, mid-and post-intervention surveys in twenty-six (46.4%) studies [11,12,[14][15][16][17][18][19]23,25,29,30,35,37,[41][42][43]45,46,50,52,56,57,59,62,64] and all but two [19,42] of these studies reported that the e-learning intervention was effective. Taglieri et al, [19] investigated the effect of completion of online virtual patient cases on student performance and confidence in mock clinic visits.…”
Section: Interventionmentioning
confidence: 99%
“…Of the fifty-six studies that were reviewed, all were limited by methodological flaws. Thirty (53.6%) studies [11,12,[14][15][16][17]19,20,22,[27][28][29][30][31][32][33][35][36][37]43,46,47,49,[52][53][54]56,58,63,64] did not establish the baseline knowledge, confidence or skills of participants and this is significant in two regards: It does not allow accurate comparison between groups, as differences in baseline knowledge may be responsible for differences in final knowledge; and it does not allow the impact of the intervention in increasing students' performance to be quantified. Three (5.4%) [25,55,57] of the nine studies that reviewed blended learning methods, failed to assess the effectiveness of the e-learning intervention independently of the face-to-face teaching.…”
Section: Limitations Of the Studiesmentioning
confidence: 99%
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