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Academic performance in a pharmacotherapeutics course sequence taught synchronously on two campuses using distance
Michael Steinberg1, Anna K Morin
1Massachusetts College of Pharmacy and Health Sciences, Worcester, 01608, USA. michael.steinberg@mcphs.edu
American Journal of Pharmaceutical Education
|November 22, 2011
Summary
Synchronous teleconferencing effectively delivers pharmacotherapeutics education, showing no difference in academic performance for distant learners compared to campus-based students in this active-learning course.
Area of Science:
- Medical Education
- Distance Learning Technologies
- Pharmacotherapeutics
Background:
- Evaluating the efficacy of distance education in specialized medical courses is crucial for expanding access.
- Synchronous teleconferencing offers real-time interaction for remote learners, mimicking traditional classroom settings.
- Pharmacotherapeutics education requires active learning and case-based approaches for optimal student comprehension.
Purpose of the Study:
- To compare the academic performance of students in a pharmacotherapeutics course delivered via synchronous teleconferencing to those on a traditional campus.
- To assess the impact of distance education technology on student outcomes in a case-based curriculum.
Main Methods:
- A 5-year retrospective analysis of examination scores and final course grades.
- Comparison between campus-based students and students at a distant campus utilizing synchronous teleconferencing.
- Data analysis focused on identifying significant differences in academic performance metrics.
Main Results:
- No statistically significant differences were observed in mean examination scores between campus-based and distant students.
- Final course grades were comparable for both groups, indicating equivalent academic achievement.
- Synchronous teleconferencing did not negatively impact student performance in this pharmacotherapeutics course.
Conclusions:
- Synchronous distance education technology is a viable method for delivering pharmacotherapeutics instruction without compromising academic performance.
- Active-learning, case-based pedagogical strategies are effective regardless of student location when utilizing teleconferencing.
- Distance learning can successfully support student learning in complex, case-based medical courses.
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