RESEARCH ARTICLE: The impact of a multimodal/hybrid design on student learning in a diabetes pharmacotherapy series for third professional year pharmacy student population

Authors

  • B. DeeAnn Dugan Samford University, USA
  • John Thomas Samford University, USA
  • Jeffrey A Kyle Samford University, USA

DOI:

https://doi.org/10.46542/pe.2021.211.230239

Keywords:

Active learning, Diabetes, Hybrid design, Pharmacy student

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.

Author Biographies

B. DeeAnn Dugan, Samford University, USA

McWhorter School of Pharmacy

John Thomas, Samford University, USA

McWhorter School of Pharmacy

Jeffrey A Kyle, Samford University, USA

McWhorter School of Pharmacy

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Published

18/07/2021

Issue

Section

Research Article