Implementing virtual experiences and remote assessments during the COVID-19 pandemic: A college experience

Innovation in experiential learning or assessment


  • M.N. Daftary Howard University College of Pharmacy
  • J. Jorden Howard University College of Pharmacy
  • M. Habib Howard University College of Pharmacy
  • I. Pather Howard University College of Pharmacy
  • T. Tofade Howard University College of Pharmacy



Assessment, Proctoring, Telehealth, Experiential


With nine weeks remaining in the term, COVID-19 necessitated emergency remote learning and remote online exams. This required a series of software trainings for administrators, faculty and students at Howard University College of Pharmacy, USA. The experiential department also had to look beyond normal clerkship placements. The described telemedicine and virtual experiences were used to supplement face-to-face experiences. Assessments for both learning innovations were successful, based on faculty and student feedback. Student reflections describe how COVID-19 helped advance the use of telehealth and indicate their learning of clinical decision-making skills, effective communication, and the digital health industry. A formal evaluation of outcomes from the implemented pandemic innovations is being planned. The use of online proctoring with artificial intelligence during the emergency remote learning was successful. With software training, this type of service can be adopted to ensure the integrity of assessments. The cost of the service and the reporting time should be considered in academic planning.


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COVID-19 Case Study