OBJECTIVES: To demonstrate that students in competency-based anatomy and pharmaceutical calculations courses performed similarly whether enrolled in the classes through distance education or face-to-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.
OBJECTIVES: To demonstrate that students in competency-based anatomy and pharmaceutical calculations courses performed similarly whether enrolled in the classes through distance education or face-to-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.