Michael Steinberg1, Anna K Morin. 1. Massachusetts College of Pharmacy and Health Sciences, Worcester, 01608, USA. michael.steinberg@mcphs.edu
Abstract
OBJECTIVE: To compare the academic performance of campus-based students in a pharmacotherapeutics course with that of students at a distant campus taught via synchronous teleconferencing. METHODS: Examination scores and final course grades for campus-based and distant students completing the case-based pharmacotherapeutics course sequence over a 5-year period were collected and analyzed. RESULTS: The mean examination scores and final course grades were not significantly different between students on the 2 campuses. CONCLUSIONS: The use of synchronous distance education technology to teach students does not affect students' academic performance when used in an active-learning, case-based pharmacotherapeutics course.
OBJECTIVE: To compare the academic performance of campus-based students in a pharmacotherapeutics course with that of students at a distant campus taught via synchronous teleconferencing. METHODS: Examination scores and final course grades for campus-based and distant students completing the case-based pharmacotherapeutics course sequence over a 5-year period were collected and analyzed. RESULTS: The mean examination scores and final course grades were not significantly different between students on the 2 campuses. CONCLUSIONS: The use of synchronous distance education technology to teach students does not affect students' academic performance when used in an active-learning, case-based pharmacotherapeutics course.
Keywords:
distance education; doctor of pharmacy degree; pharmacotherapeutics; student assessment
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