Eric C Buxton1, James E De Muth. 1. Extension Services in Pharmacy, University of Wisconsin-Madison, 777 Highland Avenue, Madison, WI 53705, USA. ebuxton@pharmacy.wisc.edu
Abstract
BACKGROUND: Constraints in geography and time require cost efficiencies in professional development for pharmacists. Distance learning, with its growing availability and lower intrinsic costs, will likely become more prevalent. OBJECTIVE: The objective of this nonexperimental, postintervention study was to examine the perceptions of pharmacists attending a continuing education program. One group participated in the live presentation, whereas the second group joined via a simultaneous webcast. METHODS: After the presentation, both groups were surveyed with identical questions concerning their perceptions of their learning environment, course content, and utility to their work. Comparisons across group responses to the summated scales were conducted through the use of Kruskal-Wallis tests. RESULTS: Analysis of the data showed that both the distance and local groups were demographically similar and that both groups were satisfied with the presentation method, audio and visual quality, and both felt that they would be able to apply what they learned in their practice. However, the local group was significantly more satisfied with the learning experience. CONCLUSIONS: Distance learning does provide a viable and more flexible method for pharmacy professional development, but does not yet replace the traditional learning environment in all facets of learner preference.
BACKGROUND: Constraints in geography and time require cost efficiencies in professional development for pharmacists. Distance learning, with its growing availability and lower intrinsic costs, will likely become more prevalent. OBJECTIVE: The objective of this nonexperimental, postintervention study was to examine the perceptions of pharmacists attending a continuing education program. One group participated in the live presentation, whereas the second group joined via a simultaneous webcast. METHODS: After the presentation, both groups were surveyed with identical questions concerning their perceptions of their learning environment, course content, and utility to their work. Comparisons across group responses to the summated scales were conducted through the use of Kruskal-Wallis tests. RESULTS: Analysis of the data showed that both the distance and local groups were demographically similar and that both groups were satisfied with the presentation method, audio and visual quality, and both felt that they would be able to apply what they learned in their practice. However, the local group was significantly more satisfied with the learning experience. CONCLUSIONS: Distance learning does provide a viable and more flexible method for pharmacy professional development, but does not yet replace the traditional learning environment in all facets of learner preference.