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Student perception and academic performance after implementation of a blended learning approach to a drug information and literature evaluation course

Suda KJ, Sterling JM, Guirguis AB, Mathur SK. Student perception and academic performance after implementation of a blended learning approach to a drug information and literature evaluation course. Currents in Pharmacy Teaching and Learning. 2014 May 1; 6(3):367-37.

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Abstract:

Objectives The objective of this study was to evaluate student pharmacist experience and academic performance in the first offering of a drug information and literature evaluation course utilizing a blended learning approach. Methods An anonymous online survey, course grades, and evaluations were compared with the traditional offering (composed of live lectures and occasional recitations). Results The blended learning strategy doubled the time spent in recitation; 96% of students reported them as "helpful." Students preferred viewing lectures online and viewed most lectures on time. Students reported that online lectures in this course provided an equal educational value compared with "live" lectures. Compared to the traditional course, there was no difference in examination scores or course evaluations. Course grades and student perception of achieving course objectives were improved with the blended learning course. Implications The blended learning strategy allowed for an increase in active learning sessions, higher course grades, and improvement in components of the course evaluations.




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