Abstract
The objective of this study was to compare the performance of pharmacy students from a Pharmaceutical Care course, taught in both distance education (DE) and campus-based formats using active methodologies. For two semesters, students (n = 82) taking the course studied half the subject in the distance education format and half in person. Questionnaires were applied at the beginning of the semester aimed to outline the demographic profile of the students. Their grade in the course was evaluated to determine their performance. The Module 1 (Information on Medication) average on the campus-based was 7.1225 and on DE was 7.5519, (p = 0.117). The Module 2 (Pharmaceutical Services) average on the campus-based was 7.1595 and on distance education was 7.7025, (p = 0.027*). There was a difference in learning outcomes in the Pharmaceutical Care Course between face-to-face and distant education. Therefore, the student performance was better in the distance education module, indicating distance education can be satisfactorily used in Pharmacy Programs.
Highlights
In light of the recent use of virtual modes in health education, few studies that researched whether distance classes show differences in academic performance in relation to the campusbased format, for the same course and conditions were found [1]
There was no difference in student outcomes between distance and presential classes for a variety of higher education programs, there is little data describing [2,3,4,5] the effects of technology in the pharmacy curricula [6,7]
Student performance was assessed using the scores for each module and the final examination grade, comparing classes for the two formats by means of overall exam averages
Summary
In light of the recent use of virtual modes in health education, few studies that researched whether distance classes show differences in academic performance in relation to the campusbased format, for the same course and conditions were found [1].The advantages of teaching by way of distance classes are often readily apparent, with regard to student access and availability, but there are some drawbacks. There was no difference in student outcomes between distance and presential classes for a variety of higher education programs, there is little data describing [2,3,4,5] the effects of technology in the pharmacy curricula [6,7]. In 2010, Harrison et al determined that there were 20 schools with courses using distance education in the USA, including 16 campuses running in parallel, resulting in separate student groups for all four years of the PharmD program. Of these 16 schools, 12 delivered content
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