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A self-paced course in pharmaceutical mathematics using web-based databases.

David W A Bourne1, A Machelle Davison

  • 1College of Pharmacy, University of Oklahoma, Oklahoma City, OK 73117, USA. david-bourne@ouhsc.edu

American Journal of Pharmaceutical Education
|December 7, 2006
PubMed
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This study transformed a pharmaceutical mathematics course into a self-paced online format. The new format allowed students to learn at their own pace, improving mathematical competence for all learners.

Area of Science:

  • Pharmacy Education
  • Instructional Design
  • Mathematics Education

Background:

  • Traditional lecture-based pharmaceutical mathematics courses can present challenges for students with varying skill levels.
  • A need exists for flexible learning environments that cater to individual student pacing and comprehension in pharmaceutical mathematics.

Purpose of the Study:

  • To redesign a pharmaceutical mathematics course into a self-paced, web-accessible format.
  • To enhance student practice and examination preparation through online databases.
  • To evaluate the effectiveness of a self-paced instructional model compared to a traditional lecture format.

Main Methods:

  • Modified a lecture-style pharmaceutical mathematics course to a self-paced format.
  • Incorporated online, non-graded self-assessments and in-class module examinations.

Related Experiment Videos

  • Utilized Web-accessed databases for practice and exam preparation.

    • Main Results:

    • Compared student grades and course evaluations between lecture and self-paced formats.
    • Analyzed the number of attempts required for students to pass examinations.
    • Identified differences in student performance and satisfaction between the two instructional models.

    Conclusions:

    • The self-paced pharmaceutical mathematics course successfully accommodated students with high proficiency, allowing rapid progression.
    • Students with less developed mathematical skills benefited from the self-paced format, enabling them to develop competence at their own speed.
    • Instructor assessment and student feedback indicated the success of the transformed instructional model.