The Effect of Banning Computers on Examination Performance in a First-Year Pathophysiology Class

Abstract

Objective. To assess the effects of a computer-free classroom on first-year Doctor of Pharmacy (PharmD) students' performance in a pathophysiology course. Methods. In the 2018 course offering, the instructor enforced an electronics-free classroom where students could not access computers to take notes during lectures. Data were compared to a previous iteration of the course in which students could use computers for notetaking if they desired. Four in-class examinations were given by the instructor and performance between the two student classes were compared. Results. The average examination grade increased 3% in the electronics-free classroom. Overall, final course grades were similar for students receiving A's and B's, but there was a notable increase in C's and a corresponding decrease in course failures. Course evaluations remained consistent and a slight majority of student comments were supportive of the computer-free environment. Conclusion. Student performance on examinations and in the course improved within the electronics-free classroom, especially for students at the lower end of the grading scale. This work provides important insights for faculty and administrators as they weigh whether to create a computer-free learning environment.