学生在现场授课和交互式视频会议授课的临床药代动力学课程中的表现及满意度比较。
Comparison of students' performance in and satisfaction with a clinical pharmacokinetics course delivered live and by interactive videoconferencing.
作者信息
Kidd Robert S, Stamatakis Mary K
机构信息
Bernard J. Dunn School of Pharmacy, Shenandoah University, USA.
出版信息
Am J Pharm Educ. 2006 Feb 15;70(1):10. doi: 10.5688/aj700110.
OBJECTIVES
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.
METHODS
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.
RESULTS
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).
CONCLUSIONS
Students in both the classroom setting and interactive videoconferencing setting performed well and had a high overall perception of the course.
目的
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。
方法
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。
结果
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）。
结论
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。
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