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Readiness, Reception, and Performance of Students in a Communications Course Delivered Amid the Pandemic
Alamdar Hussain1, Jasen Chau2, Heejung Bang3
1American University of Health Sciences, School of Pharmacy, Signal Hill, California ahussain@auhs.edu.
American Journal of Pharmaceutical Education
|July 24, 2021
Summary
Pharmacy students adapted to online learning during COVID-19, showing increased comfort and no drop in academic performance. This suggests online instruction can be a viable option in pharmacy education.
Area of Science:
- Pharmacy Education
- Online Learning
- COVID-19 Impact
Background:
- The COVID-19 pandemic necessitated a rapid shift to remote learning in pharmacy education.
- Student readiness and reception to online learning environments were uncertain.
Purpose of the Study:
- To assess pharmacy students' readiness and reception to online learning.
- To evaluate the impact of remote online learning on academic performance compared to traditional face-to-face instruction.
Main Methods:
- A pre- and post-course questionnaire assessed readiness and reception to online learning among first-year pharmacy students (2020 cohort).
- Academic performance (midterm and final exams) was compared between the online cohort and a previous on-campus cohort (2019).
Main Results:
- Student preference for face-to-face instruction decreased, while comfort with online learning increased significantly (p < .05).
- No significant difference in academic performance was observed between the online and face-to-face cohorts (p > .05).
- Rapport development with instructors did not change significantly.
Conclusions:
- Pharmacy students demonstrated partial preparedness for online learning, with adaptation occurring during the course.
- Remote online learning did not negatively impact student academic performance in this communications course.
- Online instruction can be sustained in pharmacy curricula where necessary, even post-pandemic.
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