Abstract
Introduction: Over the last several years, pharmacy education has been moving towards a blended/hybrid model of learning. The purpose of this study was to evaluate the impact of a hybrid, multi-modal design in a diabetes sequence. Method: A diabetes series was converted from a lecture-based to a hybrid design. Percentage scores from Exam 1 and Final exam questions compared a control cohort to different cohorts over two years. Primary outcome measure was student scores. Results: The score difference on Exam 1 between the 2015 and 2017 cohorts was -6.69 (p = 0.19). Comparison of 2016 and 2017 showed a -5.13% (p = 0.33) score change. An 8.6-point improvement in Final exam scores was observed. Both hybrid model cohorts scored higher on questions related to insulin titration and treatment selection. Conclusion: No change in knowledge acquisition using the hybrid multi-modal design was seen; however there an improvement in knowledge retention was observed.
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