Abstract
Objective To assess the impact of a novel teaching model on student learning and perception. Method A hybrid teaching model was implemented within the second professional year of the Doctor of Pharmacy curriculum at Northeastern University in Boston, Massachusetts. This Institutional Review Board–approved study enrolled 97 students who accessed online materials in place of traditional lectures over a total of six lectures and had that information re-enforced via in-class active learning. All student quiz scores were compared using a paired t-test. A postsurvey was sent to all students to capture their attitudes and use of this teaching model. Results Students performed statistically significantly higher on quizzes and examinations when using this hybrid teaching model. Student attitudes toward this teaching model were mixed, largely because of perceived increases in their (or student) workload. Conclusion This study demonstrated that using technology, such as podcasts and electronic lecture delivery enhances learning and bridges gaps with this more technologically advanced generation of students.
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