Wanat Matthew A, Tucker Anne M, Coyle Elizabeth A
University of Houston College of Pharmacy, Houston, Texas.
Am J Pharm Educ. 2016 Nov 25;80(9):154. doi: 10.5688/ajpe809154.
To assess the impact of a four-week hybrid online elective course in critical care on student learning attitudes and outcomes compared to that achieved when the same course was taught using a traditional lecture-based approach. A hybrid online elective course was created that featured video-recorded lectures and in-class skills laboratories. Course evaluations were used to assess student perceptions of learning methods, and examination scores were used to assess learning outcomes. One hundred five students enrolled in the critical care elective course from 2011-2014. Fifty-four students completed the traditional lecture course, and 51 completed the hybrid online elective course. The examination scores of students who completed the hybrid course were significantly higher than those of students who completed the traditional lecture course. The majority of students enrolled in the hybrid online elective course stated they preferred that format over a traditional course format and would recommend the elective course to a peer. Students preferred the format used for an online hybrid elective course in critical care over a traditional course format, and performed better on examinations than did students who had completed the course when it was offered in a traditional lecture format.
评估为期四周的重症监护混合式在线选修课程对学生学习态度和学习成果的影响，并与采用传统讲座式教学方法讲授同一课程时的情况进行比较。创建了一门混合式在线选修课程，其特点是有视频录制讲座和课堂技能实验室。课程评估用于评估学生对学习方法的看法，考试成绩用于评估学习成果。2011年至2014年，105名学生报名参加了重症监护选修课程。54名学生完成了传统讲座课程，51名学生完成了混合式在线选修课程。完成混合课程的学生的考试成绩显著高于完成传统讲座课程的学生。参加混合式在线选修课程的大多数学生表示，他们更喜欢这种形式，而不是传统课程形式，并会向同龄人推荐该选修课程。与传统课程形式相比，学生更喜欢用于重症监护在线混合选修课程的形式，并且在考试中的表现比以传统讲座形式提供课程时完成课程的学生更好。
