Comparison of Pharmacy Students' Performance in a Laboratory Course Delivered Live Versus by Virtual Facilitation

Objective. To compare academic performance in and students' perceptions of an outpatient pharmacy practice laboratory course taught in a traditional laboratory setting vs by virtual facilitation. Methods. An outpatient pharmacy practice laboratory course was taught in a traditional live laborat...

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Veröffentlicht in:American journal of pharmaceutical education 2021-02, Vol.85 (2), p.95-101, Article 8072
Hauptverfasser: Darr, Amber Y., Kyner, Mackenzie, Fletcher, Reanna, Yoder, Ashli
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container_title American journal of pharmaceutical education
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creator Darr, Amber Y.
Kyner, Mackenzie
Fletcher, Reanna
Yoder, Ashli
description Objective. To compare academic performance in and students' perceptions of an outpatient pharmacy practice laboratory course taught in a traditional laboratory setting vs by virtual facilitation. Methods. An outpatient pharmacy practice laboratory course was taught in a traditional live laboratory setting to 69 students on two campuses in 2016. A year later, the same course was taught via synchronous virtual (ie, remote) facilitation using an internet-based video and chat conference room for communication across two campuses to 91 students. Students' academic performance was evaluated based on major assessments, individual test questions, and final course grades. A course and instructor evaluation were administered to each group of students at the conclusion of each course offering. Results. Students who completed the live traditional laboratory (2016) had a mean final course grade of 90.1%, while students who completed the virtually facilitated laboratory course (2017) had a mean final course grade of 89.6%. The mean score on course evaluations completed by students in the virtually facilitated course was lower. The difference in scores between individual course and instructor evaluations between 2016 to 2017 was not significant. There was no significant difference found between students’ grades on the midterm and final objective structured clinical examinations (OSCEs) and written assessment questions between 2016 and 2017. Conclusion. Students who completed the live traditional laboratory course and those who completed the course in the virtually facilitated setting performed well. Course evaluations revealed student satisfaction with the course and instructor in both settings. These findings suggest that a virtually facilitated laboratory course does not hinder student performance and provides a similar experience as a traditional classroom.
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To compare academic performance in and students' perceptions of an outpatient pharmacy practice laboratory course taught in a traditional laboratory setting vs by virtual facilitation. Methods. An outpatient pharmacy practice laboratory course was taught in a traditional live laboratory setting to 69 students on two campuses in 2016. A year later, the same course was taught via synchronous virtual (ie, remote) facilitation using an internet-based video and chat conference room for communication across two campuses to 91 students. Students' academic performance was evaluated based on major assessments, individual test questions, and final course grades. A course and instructor evaluation were administered to each group of students at the conclusion of each course offering. Results. Students who completed the live traditional laboratory (2016) had a mean final course grade of 90.1%, while students who completed the virtually facilitated laboratory course (2017) had a mean final course grade of 89.6%. The mean score on course evaluations completed by students in the virtually facilitated course was lower. The difference in scores between individual course and instructor evaluations between 2016 to 2017 was not significant. There was no significant difference found between students’ grades on the midterm and final objective structured clinical examinations (OSCEs) and written assessment questions between 2016 and 2017. Conclusion. Students who completed the live traditional laboratory course and those who completed the course in the virtually facilitated setting performed well. Course evaluations revealed student satisfaction with the course and instructor in both settings. These findings suggest that a virtually facilitated laboratory course does not hinder student performance and provides a similar experience as a traditional classroom.</description><identifier>ISSN: 0002-9459</identifier><identifier>EISSN: 1553-6467</identifier><identifier>DOI: 10.5688/ajpe8072</identifier><identifier>PMID: 34283736</identifier><language>eng</language><publisher>Alexandria: Elsevier Inc</publisher><subject>Academic achievement ; Brief ; Comparative analysis ; Course Content ; Distance learning ; Drug therapy ; Educational Environment ; Educational technology ; Instructional design ; Laboratories ; Learner Engagement ; Medical students ; outpatient practice laboratory ; Perceptions ; Pharmaceutical Education ; Pharmacy ; Portable computers ; Schools ; Science education ; Student attitudes ; Student participation ; student performance ; Study and teaching ; Teaching methods ; Video teleconferencing ; virtual facilitation</subject><ispartof>American journal of pharmaceutical education, 2021-02, Vol.85 (2), p.95-101, Article 8072</ispartof><rights>2021 American Association of Colleges of Pharmacy</rights><rights>COPYRIGHT 2021 American Association of Colleges of Pharmacy</rights><rights>Copyright American Association of Colleges of Pharmacy 2021</rights><rights>2021 American Association of Colleges of Pharmacy 2021</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c487t-f9b1bb584df53a020bf75efae1c6c1a5b535b5a6c81d8170de88cfa5ed736163</citedby><cites>FETCH-LOGICAL-c487t-f9b1bb584df53a020bf75efae1c6c1a5b535b5a6c81d8170de88cfa5ed736163</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC7926280/pdf/$$EPDF$$P50$$Gpubmedcentral$$H</linktopdf><linktohtml>$$Uhttps://www.proquest.com/docview/2518460399?pq-origsite=primo$$EHTML$$P50$$Gproquest$$H</linktohtml><link.rule.ids>230,314,727,780,784,885,27924,27925,53791,53793,64385,64387,64389,72469</link.rule.ids></links><search><creatorcontrib>Darr, Amber Y.</creatorcontrib><creatorcontrib>Kyner, Mackenzie</creatorcontrib><creatorcontrib>Fletcher, Reanna</creatorcontrib><creatorcontrib>Yoder, Ashli</creatorcontrib><title>Comparison of Pharmacy Students' Performance in a Laboratory Course Delivered Live Versus by Virtual Facilitation</title><title>American journal of pharmaceutical education</title><description>Objective. To compare academic performance in and students' perceptions of an outpatient pharmacy practice laboratory course taught in a traditional laboratory setting vs by virtual facilitation. Methods. An outpatient pharmacy practice laboratory course was taught in a traditional live laboratory setting to 69 students on two campuses in 2016. A year later, the same course was taught via synchronous virtual (ie, remote) facilitation using an internet-based video and chat conference room for communication across two campuses to 91 students. Students' academic performance was evaluated based on major assessments, individual test questions, and final course grades. A course and instructor evaluation were administered to each group of students at the conclusion of each course offering. Results. Students who completed the live traditional laboratory (2016) had a mean final course grade of 90.1%, while students who completed the virtually facilitated laboratory course (2017) had a mean final course grade of 89.6%. The mean score on course evaluations completed by students in the virtually facilitated course was lower. The difference in scores between individual course and instructor evaluations between 2016 to 2017 was not significant. There was no significant difference found between students’ grades on the midterm and final objective structured clinical examinations (OSCEs) and written assessment questions between 2016 and 2017. Conclusion. Students who completed the live traditional laboratory course and those who completed the course in the virtually facilitated setting performed well. Course evaluations revealed student satisfaction with the course and instructor in both settings. 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To compare academic performance in and students' perceptions of an outpatient pharmacy practice laboratory course taught in a traditional laboratory setting vs by virtual facilitation. Methods. An outpatient pharmacy practice laboratory course was taught in a traditional live laboratory setting to 69 students on two campuses in 2016. A year later, the same course was taught via synchronous virtual (ie, remote) facilitation using an internet-based video and chat conference room for communication across two campuses to 91 students. Students' academic performance was evaluated based on major assessments, individual test questions, and final course grades. A course and instructor evaluation were administered to each group of students at the conclusion of each course offering. Results. Students who completed the live traditional laboratory (2016) had a mean final course grade of 90.1%, while students who completed the virtually facilitated laboratory course (2017) had a mean final course grade of 89.6%. The mean score on course evaluations completed by students in the virtually facilitated course was lower. The difference in scores between individual course and instructor evaluations between 2016 to 2017 was not significant. There was no significant difference found between students’ grades on the midterm and final objective structured clinical examinations (OSCEs) and written assessment questions between 2016 and 2017. Conclusion. Students who completed the live traditional laboratory course and those who completed the course in the virtually facilitated setting performed well. Course evaluations revealed student satisfaction with the course and instructor in both settings. 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subjects Academic achievement
Brief
Comparative analysis
Course Content
Distance learning
Drug therapy
Educational Environment
Educational technology
Instructional design
Laboratories
Learner Engagement
Medical students
outpatient practice laboratory
Perceptions
Pharmaceutical Education
Pharmacy
Portable computers
Schools
Science education
Student attitudes
Student participation
student performance
Study and teaching
Teaching methods
Video teleconferencing
virtual facilitation
title Comparison of Pharmacy Students' Performance in a Laboratory Course Delivered Live Versus by Virtual Facilitation
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