Highlights from a model for remote delivery of pharmacy laboratory courses: Design, implementation and student feedback

Innovation in learning assessment


  • D. Hammoudi Halat Lebanese International University
  • M. Cherfan Lebanese International University
  • N. Mourad Lebanese International University
  • M. Rahal Lebanese International University




Remote Learning, Laboratory Courses, Pharmaceutical Sciences, Assessment, Lebanon


Laboratory courses constituted a major challenge to remote learning, particularly with limited previous experience in virtual delivery. This case study aims to describe a model used for remote delivery of laboratory courses for students at Lebanese International University, School of Pharmacy, and to report student experiences, perceptions and attitudes through a structured questionnaire. Google Classroom was used as the learning platform, with synchronous and asynchronous teaching. Videos were used to simulate experiments; assignments, reports and quizzes were used for assessments. A total of 329 students responded to the questionnaire. The majority reported a good experience and satisfaction; 62% believed that simulation videos were of good quality, easy to access and were of reasonable length. Gaps detected were deficient practice (44%), lack of experience with instruments (46%), and poor motor skills (49%). Students expressed preference for experiments videotaped by their instructors. Overall, this model was well received, and provided an alternative to remotely deliver practical courses. This study assists in preparation of future remote laboratory learning activities.

Author Biographies

D. Hammoudi Halat, Lebanese International University

School of Pharmacy

M. Cherfan, Lebanese International University

School of Pharmacy

N. Mourad, Lebanese International University

School of Pharmacy,

M. Rahal, Lebanese International University

School of Pharmacy


Brazeau, G.A. (2020). Lessons Learned and Brighter Opportunities for Pharmacy Education Amid COVID-19. American Journal of Pharmaceutical Education, 84(6). https://doi.org/10.5688/ajpe8230

Dedeilia, A., Sotiropoulos, M.G., Hanrahan, J.G., Janga, D. Dedeilias, P., & Sideris, M. (2020) Medical and Surgical Education Challenges and Innovations in the COVID-19 Era: A Systematic Review. In Vivo, 34, 1603–1611. https://doi.org/10.21873/invivo.11950

Dunham, M.W., Ghirtis, K., & Beleh, M. (2012) The use of virtual laboratories and other web-based tools in a drug assay course. American Journal of Pharmaceutical Education, 76(5) 84, https://doi.org/10.5688/ajpe76584

Hallal, K., HajjHussein, H., & Tlais, S. (2020) A Quick Shift from Classroom to Google Classroom: SWOT Analysis. Journal of Chemical Education. https://doi.org/10.1021/acs.jchemed.0c00624

Park, H.L., & Shrewsbury, R.P. (2016) Student Evaluation of Online Pharmaceutical Compounding Videos. American Journal of Pharmaceutical Education, 80(2) 30. https://doi.org/10.5688/ajpe80230





COVID-19 Case Study