Peter J Hughes1, Bruce Waldrop2, Jongwha Chang3. 1. Department of Pharmacy Practice, McWhorter School of Pharmacy, Birmingham, AL. Electronic address: pjhughes@samford.edu. 2. Department of of Pharmaceutical, Social and Administrative Sciences, McWhorter School of Pharmacy, Birmingham, AL. 3. Birmingham, AL.
Abstract
OBJECTIVES: Assess and trend student opinions of online educational components utilized in a redesigned 5-week foundational drug information course. Comparison of performance on the final examination, course grade, and changes in standardized university course evaluations between 2012 and 2013 were the secondary objectives. METHODS: This course used narrated video instruction coupled with the use of a face-to-face weekly laboratory session. This project consisted of pre- and post-exposure surveys to allow for paired analysis of six opinion-based survey items using a five-point Likert scale. Secondary objectives were compared between the 2013 and 2012 entering classes by use of paired t-tests. RESULTS: Only matched pairs were analyzed for this project (n = 65 of 127 enrolled students; 51.2%). Changes between mean pre- and post-survey results indicated a decline in student favorability for traditional lecture styles (difference = -0.49 points; p < 0.05) and a decline in the importance of face-to-face interaction with instructors outside class (difference = -0.46 points; p < 0.05) while demonstrating increased favorability for use of online video demonstrations as an acceptable substitute for in-person demonstration of skills (difference = 0.34 points; p < 0.05) and increased rating of overall preference of online learning compared to traditional modalities (difference = 0.44 points; p < 0.05). Standardized course evaluations did not differ between 2012 and 2013. Mean final exam scores significantly increased from 84.86% in 2012 to 88.99% in 2013 (p < 0.05), but no difference between mean course grades (94.03% and 93.62%, respectively; p > 0.05). CONCLUSION: Blended course design is an effective format for introductory skills-based professional pharmacy courses.
OBJECTIVES: Assess and trend student opinions of online educational components utilized in a redesigned 5-week foundational drug information course. Comparison of performance on the final examination, course grade, and changes in standardized university course evaluations between 2012 and 2013 were the secondary objectives. METHODS: This course used narrated video instruction coupled with the use of a face-to-face weekly laboratory session. This project consisted of pre- and post-exposure surveys to allow for paired analysis of six opinion-based survey items using a five-point Likert scale. Secondary objectives were compared between the 2013 and 2012 entering classes by use of paired t-tests. RESULTS: Only matched pairs were analyzed for this project (n = 65 of 127 enrolled students; 51.2%). Changes between mean pre- and post-survey results indicated a decline in student favorability for traditional lecture styles (difference = -0.49 points; p < 0.05) and a decline in the importance of face-to-face interaction with instructors outside class (difference = -0.46 points; p < 0.05) while demonstrating increased favorability for use of online video demonstrations as an acceptable substitute for in-person demonstration of skills (difference = 0.34 points; p < 0.05) and increased rating of overall preference of online learning compared to traditional modalities (difference = 0.44 points; p < 0.05). Standardized course evaluations did not differ between 2012 and 2013. Mean final exam scores significantly increased from 84.86% in 2012 to 88.99% in 2013 (p < 0.05), but no difference between mean course grades (94.03% and 93.62%, respectively; p > 0.05). CONCLUSION: Blended course design is an effective format for introductory skills-based professional pharmacy courses.