Opportunities and challenges in converting a pharmacy curriculum elective course from a live to an online teaching environment
Keywords:Asynchronous, Course, Elective, Online, Pharmacy
Objective: Discuss the strengths and limitations regarding creating and implementing an asynchronous online elective course on drug discovery within an accredited college of pharmacy’s Pharm.D. curriculum.
Methods: Students enrolled in the first two iterations of the course were surveyed before and after course completion.
Results: All liked the convenience of self-paced online learning with the first offering. Despite student satisfaction, most (63%) students watched half or fewer lectures. In the second offering, course satisfaction was comparable to the first. Implementation of short post-lecture quizzes substantially increased lecture viewership. Lower satisfaction rates were noted across both course iterations when students were asked whether interaction with faculty and peers was sufficient.
Conclusion: Our experience demonstrates that the flexibility of online education comes at the potential cost of additional work and reduced interaction among students and faculty. However, overall student approval was high with this course style and all students reported they would recommend it to others.
ACPE [Accreditation Council for Pharmacy Education]. (2016). Accreditation standards (online). Available at: https://www.acpe-accredit.org/pdf/Standards2016 FINAL.pdf. Accessed 14th February, 2017.
Fuji, K.T. & Galt, K.A. (2015). An Online Health Informatics Elective Course for Doctor of Pharmacy Students. American Journal of Pharmaceutical Education, 79(3), Art. 41.
Green, R.A., Whitbum, L.Y., Zacharias, A., Byrne, G. & Hughes, D.L. (2017). The Relationship between Student Engagement with Online Content and Achievement in a Blended Learning Anatomy Course. Anatomical Sciences Education, 2017 Dec 13. doi: 10.1002/ase.1761. [Epub ahead of print] PubMed PMID: 29236359.
Harris, P.A., Taylor, R., Thielke, R., Payne, J., Gonzalez, N. & Conde, J.G. (2009). Research electronic data capture (REDCap) - A metadata-driven methodology and workflow process for providing translational research informatics support. Journal of Biomedical Informatics, 42(2), 377-381.
Prunuske, A.J., Batzli, J., Howell, E. & Miller, S. (2012). Using Online Lectures to Make Time for Active Learning. Genetics Education, 192, 67-72.
SurveyMonkey Inc. (2017). San Mateo, California, USA. Available at: www.surveymonkey.com. Accessed 21st February, 2017.
Vanderbush, R.E., Anderson, H.G., Fant, W.K., Fujisaki, B.S., Malone, P.M., Price, P.L., Pruchnicki, M.C., Sterling, T.L., Weatherman, K.D. & Williams, K.G. (2007). Implementing pharmacy informatics in college curricula: the AACP Technology in Pharmacy Educational and Learning Special Interest Group. American Journal of Pharmaceutical Education, 71(6), Art. 117.
Volery, T. & Lord, D. (2000). Critical success factors in online education. International Journal of Education Management, 14(5), 216-223.
Zhang, D. (2005). Interactive Multimedia-Based E- Learning: A Study of Effectiveness. American Journal of Distance Education, 19(3), 149-162.