OBJECTIVE: To design and evaluate a preregistration course utilizing asynchronous online learning as the primary distance education delivery method. DESIGN: Online course components including tutorials, quizzes, and moderated small-group asynchronous case-based discussions were implemented. Online delivery was supplemented with self-directed and face-to-face learning. ASSESSMENT: Pharmacy graduates who had completed the course in 2004 and 2005 were surveyed. The majority felt they had benefited from all components of the course, and that online delivery provided benefits including increased peer support, shared learning, and immediate feedback on performance. A majority of the first cohort reported that the workload associated with asynchronous online discussions was too great. The course was altered in 2005 to reduce the online component. Participant satisfaction improved, and most felt that the balance of online to face-to-face delivery was appropriate. CONCLUSION: A new pharmacy preregistration course was successfully implemented. Online teaching and learning was well accepted and appeared to deliver benefits over traditional distance education methods once workload issues were addressed.
OBJECTIVE: To design and evaluate a preregistration course utilizing asynchronous online learning as the primary distance education delivery method. DESIGN: Online course components including tutorials, quizzes, and moderated small-group asynchronous case-based discussions were implemented. Online delivery was supplemented with self-directed and face-to-face learning. ASSESSMENT: Pharmacy graduates who had completed the course in 2004 and 2005 were surveyed. The majority felt they had benefited from all components of the course, and that online delivery provided benefits including increased peer support, shared learning, and immediate feedback on performance. A majority of the first cohort reported that the workload associated with asynchronous online discussions was too great. The course was altered in 2005 to reduce the online component. Participant satisfaction improved, and most felt that the balance of online to face-to-face delivery was appropriate. CONCLUSION: A new pharmacy preregistration course was successfully implemented. Online teaching and learning was well accepted and appeared to deliver benefits over traditional distance education methods once workload issues were addressed.
Authors: Judith Strawbridge; James Barlow; Aisling O'Leary; Muirne Spooner; Eric Clarke; Richard Arnett; Chris Langley; Keith Wilson; Paul Gallagher Journal: Am J Pharm Educ Date: 2019-05 Impact factor: 2.047
Authors: Melinda Verdone; Medha D Joshi; Thomas M Bodenstine; Jacalyn M Green; Sean M Lynch; Jacob P Gettig; Nancy Fjortoft Journal: Am J Pharm Educ Date: 2020-07 Impact factor: 2.047