Abstract
The purpose of this retrospective study was to compare the academic outcomes of distance-based students in the asynchronous non-traditional pathway with in-residence students in the traditional pathway on examples of like examinations in the Pharm.D. curriculum at the Kansas University School of Pharmacy. This study evaluated the commitment of assuring equivalent outcomes for students in non-traditional and traditional Pharm.D. pathways, as stipulated by the School of Pharmacy accrediting body, the American Council on Pharmaceutical Education (ACPE). Similar examinations were administered to both groups of students. Scores were evaluated using the Student t-Test and ANOVA. This study demonstrates that average test scores of distance-based students were equal to or higher than their counterpart in-residence students when tested on physical assessment content.
Highlights
In 1997, the American Council on Pharmaceutical Education (ACPE), which is responsible for accrediting schools of pharmacy in the US, revised accreditation standards and guidelines for professional programs in pharmacy leading to a Doctor of Pharmacy degree [1, 2]
The populations studied consist of traditional, first-degree students in the on-campus Pharm.D. program, near the end of the didactic curriculum, along with distance-based, baccalaureate-trained practicing pharmacists enrolled in the asynchronous, non-traditional Pharm.D. program
In all three samples (Exam 1, Exam 2, and Cumulative Total) the non-traditional students scored significantly higher than their counterparts who had taken their exams in a traditional setting (P = 0.01, P < 0.01, and P < 0.01 respectively per student’s T-test)
Summary
In 1997, the American Council on Pharmaceutical Education (ACPE), which is responsible for accrediting schools of pharmacy in the US, revised accreditation standards and guidelines for professional programs in pharmacy leading to a Doctor of Pharmacy degree [1, 2]. It is important to practicing pharmacists and their patients that practitioners are able to upgrade their skills and degree without having to quit their jobs and/or relocate to a university campus. This educational need resulted in a unique opportunity for schools of pharmacy to provide specialized advanced clinical training for the purpose of upgrading the existing skills of practitioners
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