Online Content Delivery Research Articles

Integrating E-learning into Medical Education – Phase-I of MBBS Programme in Bangladesh: Prospects and Challenges for the Students, Instructors and Policy Makers

Over the past few decades, there has been a shift in medical education from the traditional didactic model of instruction to other modalities like online or electronic learning (e-learning). E-learning is being increasingly utilized in medical education across the globe through adaptive tutorials, audiovisual clips, simulation, and virtual models/atlas. This review aims to identify the prospects and challenges of integration of e-learning into Phase-I of MBBS Programme in Bangladesh and discuss solutions from medical educators’ perspectives. Elearning has been demonstrated to be as effective as conventional teaching and learning. It allows more personalized, self-directed learning experience for the medical students. Instructors can evaluate competencies objectively through online assessments, provide personalized feedback for self-improvement to the students. For policy makers, e-learning could hold the key to success in delivering quality medical education even in those medical colleges established in the remote semi-urban areas addressing the nation’s most entrenched medical teacher vacancies especially in basic subject areas like anatomy, physiology, and biochemistry. Challenges that affect the development and implementation of e-learning in medical education include lack of time and efforts, low technical skills, resource-poor infrastructure, lack of institutional strategies and support and stakeholders' negative attitude towards e-learning. Solutions to those problems may include training for professional development of the faculties with improvement of technical skills, incentives for the time and efforts in development and delivery of online content, favorable digital and tech-friendly institutional strategies and growing positive attitude towards online medical education, and above all, political commitment to ensure quality medical education. CBMJ 2024 July: vol. 13 no. 02 P: 290-297

Measuring and classifying IP usage scenarios: a continuous neural trees approach

Understanding user behavior via IP addresses is a crucial measure towards numerous pragmatic IP-based applications, including online content delivery, fraud prevention, marketing intelligence, and others. While profiling IP addresses through methods like IP geolocation and anomaly detection has been thoroughly studied, the function of an IP address—e.g., whether it pertains to a private enterprise network or a home broadband—remains underexplored. In this work, we initiate the first attempt to address the IP usage scenario classification problem. We collect data consisting of IP addresses from four large-scale regions. A novel continuous neural tree-based ensemble model is proposed to learn IP assignment rules and complex feature interactions. We conduct extensive experiments to evaluate our model in terms of classification accuracy and generalizability. Our results demonstrate that the proposed model is capable of efficiently uncovering significant higher-order feature interactions that enhance IP usage scenario classification, while also possessing the ability to generalize from the source region to the target one.

Emerging Issues in Curriculum and Instruction during Post COVID-19 Era: Experience from South Eastern Kenya University, Kenya

This paper examined the emerging issues in curriculum and instruction during post–COVID–19 in Higher Education in Kenya. The paper ascertained the influence of post COVID 19 era teacher training in online pedagogy on curriculum and instruction in higher education in Kenya, established the influence of post COVID 19 era paradigm shift from emergency based online content delivery to full time online pedagogy on curriculum and instruction in higher education in Kenya, determined the influence of post COVID 19 era availability of online educational resources on curriculum and instruction in higher education in Kenya and, finally, investigated the influence of post COVID 19 era education policy changes on curriculum and instruction in higher education in Kenya. The study employed the Classical Liberal Theory of Equal Opportunities which was advanced by Sherman and Wood and cited by Njeru and Orodho in 2003. A descriptive survey research design was used in the study. 1 dean, 10 academic staff and 225 students, all from the school of education, South Eastern Kenya University were chosen as the sample size using census sampling, simple random sampling, and purposive sampling procedures respectively. 236 respondents’ responses were gathered using a questionnaire, interview schedule and checklist for the study. The instruments were piloted to test their validity and reliability. Both a quantitative and qualitative analysis of the data were performed. It was hoped that, this study would be important because it would advance our understanding and help to shape future transformative pedagogical approach policies for curriculum and instruction in higher education. The majority of lecturers in higher education, according to the research, are untrained in online content delivery. The primary impediments to a shift to distance online learning during and post COVID-19, according to the findings, are technical resources and unequal access to education. As an alternative method of learning, online learning or e-learning mode, has been widely accepted and is proven to be an opportunity and a challenge as there is still unknown that is not giving the desired output in the teaching and learning process. The study also found that there were no defined educational policies in place to deal with crises like COVID 19, which might have an impact on how higher education institutions engage in the teaching and learning process. The study suggested that higher education institutions should invest in technology-use training so that teachers can better prepare students to use technology, especially in the context of new assessments, higher education institutions should secure more resources from a variety of sources, and universities should study policies to mitigate the effects of a diverse student body.

THE USE OF LEARNING MANAGEMENT SYSTEM (LMS) IN THE TEACHING AND LEARNING PROCESS : LITERATURE REVIEW

Learning Management System or also called LMS as it is also known, can be considered as a type of online content management or online content delivery platform. It is used to deliver training and educational materials to the workforce or external users via the Internet. Based on that, this article aims to identify and analyze publications about online learning or online learning (in networks) with research data taken from journal articles starting in 2018-2022 as many as 124 articles from both national and international journals. The stages of data analysis consisted of searching journals through Google Scholar and also through the Mendeley application, checking the completeness of articles, mapping articles, conducting Literature Review analysis in addition to seeing the mapping and relationships between articles and seeing their distribution with bibliometric analysis with VOSviewer and making conclusions. Research on the development of the Learning Management System (LMS) Publication in 2018-2022 experienced significant developments in 2021 where the Covid pandemic occurred in early 2020 and the use of LMS was mostly dominated by universities or higher levels education. Where the university has preparedness in various aspects including human resources, qualified facilities and technology users are students who understand technology.

A nominal group technique to review undergraduate medical students’ training in emergency care

Background. The management of clinical emergencies is an essential skill for medical practitioners; therefore, proper training in these skills is crucial. This is a review of emergency care training by recent graduates of a medical programme to provide feedback on the usefulness of their training experience for entry into clinical practice. Academic clinicians working in the clinical environment, who provide the training, and academic managers who manage the training programme, could provide valuable inputs into reviewing the emergency care training programme contextualised for the uniquely South African challenges.Objectives. To obtain and prioritise experience-based and relevant suggestions for improving the current teaching and to invite comment on the suggestions from the relevant managers.Methods. Research was conducted in three phases using a nominal group technique to review an undergraduate medical programme. In the first phase, recent graduates from the existing programme identified its strengths and weaknesses. In the second phase, academic clinicians and technical experts provided suggestions for addressing these challenges. In the third phase, data obtained were discussed with academic managers responsible for the undergraduate medical programme.Results. Findings were grouped into thematic categories: skills and short courses, module structure and content, experiential learning opportunities, health professions educational practice and interprofessional education. Opportunities to gain experience in emergencies in different clinical fields and as a multi-professional team, both in simulation and real-life practice, were among the highlights of the findings.Conclusion. Many of the suggested improvements, such as a dedicated emergency care module, and more simulated and small-group case-based teaching, are achievable with the given resources. Additionally, with recent changes due to the COVID‑19 pandemic and lockdown, an environment for change that benefits online content delivery was created. The creation of longitudinal themes will be an enhancement of the current programme.

Instructional Engagement in Person and Online: Making the Case for Peer-Led Team Learning

The transfer to the online environment in teaching necessitates artful communication so that students can gain from inquiry-based learning. As instructors use either in-person or online content delivery, Peer-Led Team Learning (PLTL) is one model that provides a solution to engage students in the learning process. The Peer Leaders, mentored by faculty, are the bridge between instructors and students. PLTL supports direct human interaction in both physical and digital environments for enhancing immersive learning and addresses the important task of preparing students for the 21st century.

Factors Influencing the Online Learning Success of Adults in Open and Distance Education in Southwest China

This study aims to identify the factors that influence adult learners’ perceived satisfaction, continued use, and benefits of online learning to seek ways to promote adult learners’ success in online learning. The study integrated multiple theoretical frameworks, including the Information System Success (ISS) Model, Expectation Confirmation Model for Information Systems Continuance (ECM-ISC), Technology Acceptance Model (TAM), and Technological Pedagogical Content Knowledge (TPACK) to develop a theory of Online Learning (OL) success for adults. The proposed model emphasizes the utilization of technology to enhance pedagogical practices for the delivery of online content. A total of 675 adult learners were randomly selected from five learning centres at a provincial branch of the Open University of China in Southwest China. This quantitative research study utilized Partial Least Squares-Structural Equation Modeling (PLS-SEM) for data analysis. Analysis of the results indicated that TPACK’s impact was more clearly perceived by the adult learners in this study. Further study needs to expand the scope of this investigation and verify the effectiveness and reliability of the model. The model of adult online learning success in Southwest China is the first integrated model combining TPACK theory with the Information System Success (ISS) Model, Technology Acceptance Model (TAM), and Expectation Confirmation Model (ECM). Future studies should explore teacher and administrator perspectives to determine the success factors of adult online learning from a multi-faceted approach.

Perceptions and Pedagogical Responses of Construction Educators During COVID-19

ABSTRACT COVID-19 impacted academia across the globe. Given the scale and sudden pandemic onset, limited empirical studies identify the transition’s impact on the US construction educators and education imparted. The study determined the pedagogical responses of educators associated with construction programs within the US during COVID-19 and tested six relationships in the areas of university support, technological access and infrastructure, and educator proficiency improvements. An online survey method was utilized with the instrument emailed to nearly 1,883 educators associated with construction programs/departments across the US. The study used 163 complete responses from US educators based on predefined parameters and identified the baseline operational paradigm (pre-COVID) for construction educators and programs across the US. The study determined the changes after the transition and investigated the impacts of the transition on faculty proficiency with online teaching, existing technological infrastructure, and communication with students. The study identified a moderate relationship between the University’s level of support and educators’ experiences in developing and delivering online materials during the transition. A moderate relationship was also identified between proficiency with online content delivery and total teaching experience. Finally, only a few respondents felt construction education could be delivered entirely online, based on their experiences.

Large-Scale IP Usage Identification via Deep Ensemble Learning (Student Abstract)

Understanding users' behavior via IP addresses is essential towards numerous practical IP-based applications such as online content delivery, fraud prevention, and many others. Among which profiling IP address has been extensively studied, such as IP geolocation and anomaly detection. However, less is known about the scenario of an IP address, e.g., dedicated enterprise network or home broadband. In this work, we initiate the first attempt to address a large-scale IP scenario prediction problem. Specifically, we collect IP scenario data from four regions and propose a novel deep ensemble learning-based model to learn IP assignment rules and complex feature interactions. Extensive experiments support that our method can make accurate IP scenario identification and generalize from data in one region to another.

Online Teaching: Perceptions, Challenges and Opportunities during and beyond Covid-19 Pandemic among Secondary School Teachers

Due to the outbreak of COVID-19 and closure of educational institutions, a shift from offline to online classes was essential to maintain academic activities carry on. This necessitated to think the educators regarding their preparedness, concerns and challenges related to technical constraints while shifting the academic activities completely to digital mode. The purpose of the study emanated from the need to understand the perceptions, challenges, and opportunities of online teaching during COVID-19 experienced by the teachers. Survey method was adopted for the study and data collected from 328 secondary school teachers who were working both in private and public schools of Kerala, a southern state of India. The results of the study revealed that around 94.4% of the participants of the study agreed that they had proper accessibility to digital devices and tools to carry out online classes during the COVID-19 pandemic and 76% had reported that they had enough knowledge and competencies in handling these tools effectively for conducting the online classes. Approximately 73% of the teachers who took part in the survey confirmed that they make use of google classroom as a learning management system and 59.7% used google meet, 21.4% used Zoom and rest of them made use various digital tools for online content delivery. A large majority (78%) of the participants agreed that they would go for a blended class even after the COVID-19 pandemic where they make use of the possibilities of online mode of learning in the regular classes.

Adapting for sustainability: Ensuring provision of research skills development for undergraduate medical students.

The Covid-19 pandemic forced undergraduate medical students and staff to adapt and adjust to new strategies for conducting research. The aim of this study was to investigate its impact on student research opportunities across Irish and UK medical schools and how these programmes have responded, both in terms of innovation and practical solutions. A 17-item online mixed methods survey was distributed to academic staff across 31 Irish and UK medical schools. Participants were asked about (a) the effect of the pandemic on undergraduate research teaching and project opportunities, (b) measures taken to mitigate pandemic effects on these curricular elements. Descriptive analysis was used to summarise quantitative data, and free-text responses were thematically grouped. We received a 66.74% (n = 21) response rate to our survey. Over 75% of respondents stated that the availability of clinical research, lab-based research, summer research programmes and QI/clinical audit projects was negatively impacted by Covid-19. Mitigation strategies included adaptation and adjustment in design of research projects; migration to online content delivery and collaborative platforms; virtualisation of research dissemination opportunities; increased workload for staff involved in delivery of research programmes; flexibility around assessment of research-based assignments; and importance of open communication. Covid-19 has affected traditional clinical research opportunities for medical students, particularly patient-facing projects, as well as laboratory-based research options. Mitigation strategies included the introduction of time- and cost-efficient virtual data collection methods. Some of these innovations have potential for ongoing and future development, but others are short-term responsive solutions that may prove less sustainable.

Perceptions, satisfactions, and performance of undergraduate students during Covid-19 emergency remote teaching.

Due to the Covid‐19 pandemic, the education system worldwide faced sudden and unforeseen challenges. Many academic institutions closed their doors, forcing both educators and students to transition to Emergency Remote Teaching (ERT) for the remainder of the semester. This transition eliminated hands‐on experiences, increased workload, and altered curricula. However, these aspects, as well as students' perceptions, study habits, and performance in response to ERT remain poorly documented. This contribution describes changes in the curriculum of an undergraduate cadaver‐based laboratory, and explores students' performance, self‐perceived learning, and overall satisfaction during this educational crisis. Online content delivery for this course included both asynchronous instruction and synchronous discussion sessions. While formative assessments remained the same, online spotter examinations included short answer, multiple choice, multiple answer, ordering, and true and false questions. Despite examination grades improving 20% during ERT, students reported lower levels of learning, confidence, and engagement with the course materials when compared to the face‐to‐face portion of the class. The most prevalent challenges identified by students were those related to the loss of access to cadaver‐based learning, including difficulty identifying and visualizing structures in three dimensions, and the loss of context and sensorial cues. Flexibility in taking examinations and learning the material at their own pace were recognized as positive outcomes of the ERT transition. While the resulting student perceptions and performances are unsurprising, they offer insight into the challenges of fostering a productive learning environment in a future threatened by epidemic outbreak and economic uncertainty.

Challenges Faced by Teachers while Adopting Digital Pedagogy during Covid-19 Pandemic in Pakistani Universities

Impacts of COVID-19 caused an immediate shut down in higher education worldwide. However, in response, higher education sectors adopted instructional technologies and shifted face to face classes into online classes. This sudden and unexpected transition challenged teachers, particularly in developing countries like Pakistan. This study aimed to explore teachers’ teaching challenges during the pandemic. Data for the research were collected from three Pakistani universities; LUAWMS, University of Baluchistan and Turbat University, from the teachers' population through a self-developed questionnaire. In return, from 80 sent questionnaires via WhatsApp and E-mail, only71 well-filled responses were analyzed by SPSS (version 20). The findings examined teachers’ challenges in four areas;difficulty in immediate adoption of technology in pedagogy, challenges in online content delivery, satisfaction with students’ online assessment, and satisfaction with availability of resources for online classes. Moreover, the interpreted data have been explained and suggestions have been given for future study.

GeoCAM: An IP-Based Geolocation Service Through Fine-Grained and Stable Webcam Landmarks

IP-based geolocation is essential for various location-aware Internet applications, such as online advertisement, content delivery, and online fraud prevention. Achieving accurate geolocation enormously relies on the number of high-quality (i.e., the fine-grained and stable over time) landmarks. However, the previous efforts of garnering landmarks have been impeded by the limited visible landmarks on the Internet and manual time cost. In this paper, we leverage the availability of numerous online webcams used to monitor physical surroundings as a rich source of promising high-quality landmarks for serving IP-based geolocation. In particular, we present a new framework called GeoCAM, which is designed to automatically generate qualified landmarks from online webcams, providing an IP-based geolocation service with high accuracy and wide coverage. GeoCAM periodically monitors websites hosting live webcams and uses the natural language processing technique to extract the IP addresses and latitude/longitude of webcams for generating landmarks at a large-scale. Given latency and topology constraints among webcam landmarks, GeoCAM uses the maximum likelihood estimation to approximately pinpoint the geolocation of a target host. We develop a prototype of GeoCAM and conduct real-world experiments for validating its efficacy. Our results show that GeoCam can detect 282,902 live webcams hosted in webpages with 94.2% precision and 90.4% recall, and then generate 16,863 stable and fine-grained landmarks, which are two orders of magnitude more than the landmarks used in prior works. To demonstrate the superiority of using large-scale webcams as landmarks, we implement four different geolocation algorithms and compare their performance between webcam landmarks and open-source landmarks. The evaluation results show that all the algorithms can significantly improve geolocation accuracy by using webcam landmarks.

Evaluation of a model for providing cost effective, accessible continuing education to the forensic science community

This study presents a detailed model and its subsequent assessment for the development and optimized delivery of continuing education for the forensic science community. Online continuing education is on the rise as this modality of content dissemination allows for accessibility, convenience, and affordability. The model, which includes an educational needs assessment, gap analysis, online content delivery and archival, was evaluated through the launch of a global training event/symposium series. The four-year study of over 6 000 participants representing >75 countries provides empirical support for the model based upon registration/attendance data and participant self-assessment surveys. Best practices are identified relative to content and format, operational excellence, technology, and financing of the event. Future directions along with opportunities to further enhance the model are also discussed. Key Points A model is presented for the development, online delivery, and archival of compelling, cost effective continuing education content for the forensic science community. The model is evaluated based upon registration/attendance data and participant surveys. Best practices relative to content and format, operational issues, selection of technology and financing of the event are shared.

Creating Online Instruction that is Accessible, Usable, and Inclusive

As a consequence of the COVID19 pandemic, we have witnessed a swift movement of onsite and hybrid courses to fully online formats. This development has created an urgent need for the design and delivery of online content and engagement mechanisms that are equitable for all students. There is little evidence that many of these courses are accessible to, usable by, and inclusive of students with disabilities. The author of this article discusses challenges students with disabilities face in accessing online content and engaging in online activities as well as choices that instructors and online course designers can make with respect to pedagogy and information technology (IT) to ensure that their classes are accessible to, usable by, and inclusive of all students. She introduces for those new to this field the potential of the universal design (UD) framework to inform the design of online learning that addresses the needs of students with a wide range of characteristics.

Beyond content knowledge: psychosocial attitude, behavior, and skill development in gross anatomy education

IntroductionIncreasing evidence suggests that acquisition of a variety of different attitudes, skills, and behaviors (or ‘non-technical content [NTC]’) are core to gross anatomy education, alongside discipline-based knowledge. Examples of NTC include human ethics, teamwork, and professionalism. Human donors and laboratory experiences typically serve as the foundation of NTC curriculum development and assessment. With many global institutions shifting from in-person, human dissections to virtual laboratories, in response to the COVID-19 pandemic, we sought to explore anatomists’ views on NTC within this novel virtual environment. MethodsEngaging mixed methods study design, and a pragmatist theoretical lens - a voluntary survey (IU IRB# 2006285000) was developed and distributed internationally from July to November 2020. Additional to demographic information (including information about courses taught), questions about anatomists’ views of the importance, extent and types of NTC relevant to student learning were posed. The context included anatomists’ perceptions of these NTC both prior to and during their pandemic teaching experiences. Data were analyzed using SPSS v. 27. Differences between NTC and their assessment prior to and during the pandemic were compared using paired samples t-test and Wilcoxon signed rank test. Free responses were analyzed using thematic analysis.Results Survey responses (n=82) represented all continents except Antarctica. Pre-COVID-19, respondents delivered 12% of their content online which increased to 66% online content delivery during the pandemic. Regarding the NTC, respondents expected students to acquire, only 37% is formally assessed. Overall, there was a significant decrease in the NTC assessment during the pandemic (p=0.001). Greater than 35% of respondents reported assessing the following content pre-COVID-19: respect for donors, teamwork, communication, clinical reasoning, and professionalism. During COVID-19, almost all of these categories significantly decreased in the number of respondents who planned to assess these (p≤ 0.001). Fifty-five respondents (67%) provided free responses highlighting concerns about acquisition of empathy, respect for donors, and teamwork due to reduced or eliminated dissection. ConclusionAnatomy educators report incorporating strategies into their courses to foster student development of NTC. Acquisition of these important skills remains largely a part of the hidden curriculum based on percentage of respondents assessing them. This percentage further decreased in the virtual environment. Given the availability of formative assessment types we encourage more robust and explicit incorporation into the formal curriculum.

Using Q Methodology to Evaluate Online Anatomy Education: Learning in a COVID‐19 Context

Introduction Anatomy education traditionally relies on in-person learning and experiential skill development. However, the ongoing COVID-19 pandemic has forced many courses to adopt online modes of delivery, and anatomy is no exception. The question now is whether anatomy education has successfully made the transition to the digital space, particularly with respect to the perception of learners. Objective The current study seeks to understand how students view an online, introductory anatomy and physiology course. Traditional methods of course evaluation include Likert scales and open-ended responses; however, such methods fail to consider both the diversity of learners and the need for course-specific feedback. Thus, we used the emerging area of Q methodology as a tool for course evaluation. Hypothesis We hypothesize that Q methodology will enable us to uncover student opinions which are specifically relevant to their online course experience. Methods Q methodology can be used to identify groups of learners with shared perceptions, allowing educators to better understand and respond to the needs of students. Studies consist of three phases: survey instrument development, data collection, and analysis/interpretation. First, a list of opinion-based statements regarding anatomy education are selected. Next, students rank statements based on their level of agreement. Finally, rankings undergo a by-person factor analysis to categorize students into distinct groups with shared perceptions. Results Data was collected from 106 students at McMaster University. Factor analysis revealed three distinct subgroups within the cohort. Group 1 (n = 45) felt they needed more time on their evaluations and lectures did not cover an appropriate amount of content. Group 2 (n = 30) did not enjoy synchronous tutorials or labs. Group 3 (n = 21) overall was satisfied with course delivery. Certain perceptions were also shared among all three groups. There was a consensus among students that they generally disliked online learning compared to in-person learning, with particular concern surrounding the use of virtual specimens and bellringer exams. Students, however, appreciated the availability of asynchronous lectures as a mode of online content delivery. Age, sex, program, education history, and anticipated grade were not associated with cohort subgroupings. Conclusion Interestingly, results of this study recognize similar course strengths/limitations noted in in-person classes (e.g., value of in-person laboratories and assessment concerns reported elsewhere), but also highlight key areas of strength (asynchronous lectures) and limitation (use of digital resources) specific to the online environment, which will be important considerations for future online offerings. Next steps for the current study include repeating the evaluation in the winter semester to see if opinions are stable across groups of learners and individual students.

Net Neutrality from the Ground Up

In the long-running net neutrality debate, a key assumption has been that broadband and broadband Internet access service are “jurisdictionally interstate.” But are they really? And what does that mean? In practice, the interstate assumption has meant that important decisions about broadband law and policy -- whether online content delivery will be akin to the common carrier model of the legacy phone network or the entertainment model of the cable television industry, for instance – are made almost exclusively by the federal government. The “who decides” question took on new immediacy in 2017, when the Federal Communications Commission gutted federal net neutrality rules, and then attempted to preempt the states from adopting their own. Several states nevertheless enacted open network/non-discrimination laws; two of them (in California and Vermont) were promptly challenged on preemption grounds. This paper examines the interstate assumption “from the ground up.” It starts with wires in the ground and radio links to local cell towers, i.e., “last-mile” infrastructure without which there would be no broadband Internet access. It arrives at the conclusion that “jurisdictionally interstate” is more of a fictional construct than a factual description, one that expresses unexamined policy choices more than essential network attributes. It concludes by reflecting on alternate ways that federal, state, and local interests might more harmoniously be integrated in light of the network’s physical presence and the state laws that enable that presence.

PaCE Yourself: Impact of COVID-19 on Patient-Centered Care Experience.

(1) Background: The outbreak of the novel coronavirus, COVID-19, forced colleges of pharmacy to implement new online learning methodologies to ensure that students could complete required courses. This transition was especially acute for laboratory simulation courses that require students to practice professional skills. This study aims to compare student assessment performance within a simulation-based laboratory course for students who completed the module prior to and after the online transition. (2) Methods: This study was a retrospective cohort comparison of student outcome performance with two distinct content delivery methods. Students were organized into two tracks at the beginning of the semester to determine the order of the simulation module. The online learning transition occurred in-between the delivery of the same module, which allowed comparison of online versus in-person content delivery with consistent assessment. Remediation rates on each assessment were compared using chi-squared tests. (3) Results: Student pharmacists across the first and second professional year performed similarly despite in-person or online course formats, with no significant differences in remediation rates. (4) Conclusions: Pharmacy course content, including laboratory-based simulation activity, may produce similar assessment performance when using online content delivery. Further research into hybrid or mixed-delivery models may enhance learning without affecting assessment performance.