Impact of Hybrid Delivery of Education on Student Academic Performance and the Student Experience

Objective. To determine whether an introductory review module using a hybrid-learning approach helped students learn infectious disease management in an anti-infectives therapeutics course.Design. An introductory module consisting of an online pharmacology review, pre-class assignment, 2 classroom lectures, and 1 case-based lecture was developed and implemented. Assessment. Among the 110 students who completed pre-and post-tests on the material covered, average scores increased from 71% to 83% ( p,0.0001). Performance on knowledge-based question improved for 8 out of 10 questions ( p,0.05) and student confidence increased from the first lecture to completion of the module ( p,0.001 for all comparisons). Of the 129 students who completed an evaluation of the introductory module, 98% strongly agreed or agreed that the content was essential for course success. Conclusion. The addition of an introductory module using a hybrid-learning approach to review and solidify concepts of medical microbiology and pharmacology provided the foundation necessary for success in an infectious diseases module.

Section: Discussionmentioning

confidence: 99%

An Introductory Review Module For an Anti-Infectives Therapeutics Course

Leonard

Murphy

Zaeem

et al. 2012

“…5,6 The University of Florida conducted a similar study and found that students at their distant campus had a lower cumulative GPA in the first academic year. However, when consideration was given to academic preparation before entering pharmacy school, students performed equally well at each campus.…”

Section: Introductionmentioning

confidence: 93%

The Status of US Multi-campus Colleges and Schools of Pharmacy

Harrison

Congdon

DiPiro

2010

Self Cite

Objective. To assess the current status of multi-campus colleges and schools of pharmacy within the United States. Methods. Data on multi-campus programs, technology, communication, and opinions regarding benefits and challenges were collected from Web sites, e-mail, and phone interviews from all colleges and schools of pharmacy with students in class on more than 1 campus. Results. Twenty schools and colleges of pharmacy (18 public and 2 private) had multi-campus programs; 16 ran parallel campuses and 4 ran sequential campuses. Most programs used synchronous delivery of classes. The most frequently reported reasons for establishing the multi-campus program were to have access to a hospital and/or medical campus and clinical resources located away from the main campus and to increase class size. Effectiveness of distance education technology was most often sited as a challenge. Conclusion. About 20% of colleges and schools of pharmacy have multi-campus programs most often to facilitate access to clinical resources and to increase class size. These programs expand learning opportunities and face challenges related to technology, resources, and communication.

“…[3][4][5][6][7][8][9] We developed a survey instrument to capture P1 students' (class of 2011) opinions regarding their experiences with various aspects of the program, including items pertaining to technology use and effectiveness. The survey was initially administered in 2008 at the beginning of spring semester over a 14-day period.…”

Section: Student Perceptionsmentioning

confidence: 99%

Establishing and Maintaining a Satellite Campus Connected by Synchronous Video Conferencing

Fox

McDonough

McConatha

et al. 2011

Pharmacy education has experienced substantial growth in the number of new schools and existing schools establishing satellite campuses. Several models have previously been used to connect primary and satellite campuses. We describe the Auburn University Harrison School of Pharmacy's (AUHSOP's) experiences using synchronous video conferencing between the Auburn University campus in Auburn and a satellite campus in Mobile, Alabama. We focus on the technology considerations related to planning, construction, implementation, and continued use of the various resources that support our program. Students' perceptions of their experiences related to technology also are described.