Using the HyFlex model to deliver a capstone seminar course.

Area of Science:

• Pharmacy Education
• Educational Technology
• Higher Education Pedagogy

Background:

• The HyFlex (Hybrid-Flexible) course structure offers both in-person and synchronous remote learning options.
• While described, empirical data on HyFlex models within pharmacy curricula were previously unavailable.

Purpose of the Study:

• To evaluate student engagement and satisfaction in a HyFlex pharmacy course.
• To compare engagement levels between in-person and remote learners in a HyFlex pharmacy setting.

Main Methods:

• Utilized the GR Engagement Assessment Tool (GREAT) with 18 Likert-scale items across four domains.
• Collected free-text responses for qualitative analysis.
• Employed Wilcoxon rank-sum tests to compare engagement between in-person and remote students.

Main Results:

• 128 responses from 88 students were analyzed; no significant differences in boredom or elaboration.
• In-person students reported more attentive listening (P=.03) and perceived greater practicality (P=.002) and applicability (P=.04) of the material.
• Qualitative themes included safety, flexibility, convenience, technology, and professionalism.

Conclusions:

• The HyFlex model demonstrated subtle differences in student engagement and satisfaction within a pharmacy curriculum.
• The findings support the adoption of HyFlex methodologies in pharmacy courses requiring remote instruction options.