Relationships Between Remote Asynchronous Lectures and Summative Assessment Performance in four Pharmacotherapeutics...

Area of Science:

• Pharmacy Education
• Educational Technology
• Distance Learning

Background:

• Synchronous education involves concurrent teaching, learning, and assessment, while asynchronous education allows anytime access.
• Remote learning utilizes technology for educational delivery.
• This study focuses on a remote, asynchronous method within a Doctor of Pharmacy program.

Purpose of the Study:

• To describe a remote, asynchronous learning method for a Doctor of Pharmacy program.
• To evaluate the association between remote asynchronous lectures with embedded quizzes and student summative assessment performance.

Main Methods:

• Remote asynchronous lectures with time-spaced quizzes (every 5-15 minutes) were delivered in pharmacotherapeutics courses.
• Camtasia software and Screencast.com were used for video lecture delivery.
• Spearman's rank correlation coefficient (ρ) analyzed relationships between video engagement metrics (watches, quiz scores) and end-of-course assessment scores.

Main Results:

• No strong positive correlations were found between overall video engagement (discrete watches, total watches, average quiz scores) and summative assessment scores (ρ range: -0.47 to 0.25).
• Weak to moderate, statistically significant positive correlations (P < 0.05) were observed for rheumatology and dermatology assessments with specific engagement metrics (ρ = 0.40 for unique watches and quiz accuracy, ρ = 0.28 for total watches).

Conclusions:

• Remote asynchronous lectures with embedded time-spaced quizzes did not demonstrate a clear association with improved summative assessment outcomes in this pharmacy program.
• The observed mild positive correlations may relate to specific content or quiz questions, but do not indicate a general enhancement of overall academic performance through this method.