Pharmacy Students' Perceptions of Remote versus Face-to-Face Learning Experience

Area of Science:

• Pharmacy Education
• Remote Learning
• Student Perceptions

Background:

• The COVID-19 pandemic necessitated a significant shift from face-to-face (FTF) to remote learning environments in higher education.
• Evaluating student perceptions of remote learning is crucial for informing and adapting instructional strategies.
• Understanding how remote learning impacts pharmacy students' academic experience is vital for curriculum development.

Purpose of the Study:

• To assess pharmacy students' self-perceived confidence, preparedness, satisfaction, and motivation in remote versus FTF learning settings.
• To compare the perceptions of different student cohorts regarding remote learning experiences.
• To identify correlations between student motivation, satisfaction, and academic preparedness in remote learning.

Main Methods:

• An electronic survey was administered to six cohorts of pharmacy students at the University of Findlay College of Pharmacy in April 2021.
• Data analysis employed Kruskal-Wallis, Mann-Whitney U, and Spearman's rank correlation tests (alpha = 0.05).
• A total of 151 students completed the survey, providing data on their remote learning perceptions.

Main Results:

• First-professional year pharmacy students reported significantly lower motivation, engagement, satisfaction with content presentation, and preparedness for exams in remote settings compared to FTF classes.
• These first-year students also expressed lower confidence in communication and career success when learning remotely versus FTF.
• Positive correlations were found between motivation, study habits, exam preparedness, satisfaction with course material, professor accessibility, and career success.

Conclusions:

• Pharmacy educators should consider providing additional time and instructional support specifically for first-professional year students to enhance their remote learning experience.
• Addressing the lower motivation, satisfaction, confidence, and preparedness in this cohort is essential for improving overall academic outcomes.
• The findings underscore the importance of tailored support strategies to mitigate the challenges of remote learning for early-stage pharmacy students.