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Asynchronous video streaming vs. synchronous videoconferencing for teaching a pharmacogenetic pharmacotherapy course
1School of Pharmacy, Texas Tech University Health Sciences Center, Amarillo, TX 79106, USA. majid.moridani@ttuhsc.edu
American Journal of Pharmaceutical Education
|April 13, 2007
Summary
Students performed well in both synchronous and asynchronous pharmacogenetic pharmacotherapy courses. Asynchronous learning showed slightly higher grades but lower satisfaction with content delivery compared to synchronous methods.
Area of Science:
- Pharmacology and Education Technology
Background:
- Pharmacogenetic pharmacotherapy education is crucial for safe medication use.
- Internet-based learning offers flexible delivery methods for specialized courses.
Purpose of the Study:
- To compare student performance and course evaluations between synchronous videoconferencing and asynchronous video streaming for a pharmacogenetic pharmacotherapy course.
Main Methods:
- Two groups of students (n=73 and n=78) were taught the same course over two years using different internet-based delivery methods.
- Student performance was assessed via final course grades.
- Course evaluations were administered to gauge student satisfaction with content delivery.
Main Results:
- Final course grades were comparable, with a slight, statistically significant edge for the asynchronous group (89% vs. 87%).
- Students in the asynchronous setting reported greater ability to learn independently from lecture notes.
- Satisfaction with content delivery was significantly lower in the asynchronous group.
Conclusions:
- Both synchronous and asynchronous methods facilitated good student performance in pharmacogenetic pharmacotherapy.
- Students expressed a preference for live, interactive sessions or a blended approach over solely asynchronous or synchronous delivery.
- Future online course design should consider incorporating interactive elements to enhance student engagement and satisfaction.
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