Kidd Robert S, Stamatakis Mary K
Bernard J. Dunn School of Pharmacy, Shenandoah University, USA.
Am J Pharm Educ. 2006 Feb 15;70(1):10. doi: 10.5688/aj700110.
To compare students' performance in and course evaluations for a clinical pharmacokinetics course taught in a traditional classroom setting, and for the same course taught via interactive videoconferencing.
The course was taught in a traditional classroom setting to 38 students, and in asynchronous sessions via interactive videoconferencing to 75 students at a distant site. A course evaluation was administered to each group at the conclusion of the courses.
The students in the live classroom setting had a higher mean final course grade of 90.7% compared to the mean final course grade (87.8%) of students in the interactive videoconferencing group (P = 0.024). The mean evaluation score for students in the videoconferencing class were higher than for students in the live classroom setting (4.73 vs. 4.58; P < 0.001).
Students in both the classroom setting and interactive videoconferencing setting performed well and had a high overall perception of the course.
比较在传统课堂环境中教授的临床药代动力学课程以及通过交互式视频会议教授的同一课程中学生的表现和课程评价。
该课程在传统课堂环境中教授给38名学生，并通过交互式视频会议以异步方式教授给远程站点的75名学生。课程结束时对每个小组进行了课程评价。
与交互式视频会议组学生的平均期末课程成绩（87.8%）相比，传统课堂环境中的学生平均期末课程成绩更高，为90.7%（P = 0.024）。视频会议课程中学生的平均评价得分高于传统课堂环境中的学生（4.73对4.58；P < 0.001）。
课堂环境和交互式视频会议环境中的学生表现良好，对课程的总体评价较高。
