混合式教学对学生学习成绩和学习体验的影响。
Impact of hybrid delivery of education on student academic performance and the student experience.
机构信息
University of Maryland School of Pharmacy, MD, USA.
出版信息
Am J Pharm Educ. 2009 Nov 12;73(7):121. doi: 10.5688/aj7307121.
OBJECTIVES
To compare student academic performance and the student experience in the first-year doctor of pharmacy (PharmD) program between the main and newly opened satellite campuses of the University of Maryland.
METHODS
Student performance indicators including graded assessments, course averages, cumulative first-year grade point average (GPA), and introductory pharmacy practice experience (IPPE) evaluations were analyzed retrospectively. Student experience indicators were obtained via an online survey instrument and included involvement in student organizations; time-budgeting practices; and stress levels and their perceived effect on performance.
RESULTS
Graded assessments, course averages, GPA, and IPPE evaluations were indistinguishable between campuses. Students' time allocation was not different between campuses, except for time spent attending class and watching lecture videos. There was no difference between students' stress levels at each campus.
CONCLUSIONS
The implementation of a satellite campus to expand pharmacy education yielded academic performance and student engagement comparable to those from traditional delivery methods.
目的
比较马里兰大学主校区和新开设的卫星校区药学博士（PharmD）一年级项目的学生学业表现和学生体验。
方法
回顾性分析学生表现指标，包括分级评估、课程平均成绩、一年级累积绩点（GPA）和入门药学实践经验（IPPE）评估。学生体验指标通过在线调查工具获得，包括参与学生组织、时间预算实践以及压力水平及其对表现的感知影响。
结果
分校之间的分级评估、课程平均成绩、GPA 和 IPPE 评估无差异。学生的时间分配在两个校区之间没有差异，除了上课和观看讲座视频的时间。两个校区学生的压力水平没有差异。
结论
卫星校区的开设扩大了药学教育，其学术表现和学生参与度可与传统教学方法相媲美。
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