Klibanov Olga M, Dolder Christian, Anderson Kevin, Kehr Heather A, Woods J Andrew
School of Pharmacy, Wingate University, Wingate, North Carolina.
Veterans Affairs Northern California Healthcare System, Mather, California.
Adv Physiol Educ. 2018 Mar 1;42(1):21-25. doi: 10.1152/advan.00113.2016.
The impact of distance education via interactive videoconferencing on pharmacy students' performance in a course was assessed after implementation of a distance campus. Students filled out a "Student Demographic Survey" and a "Precourse Knowledge Assessment" at the start of the course and a "Postcourse Knowledge Assessment" and a "Postcourse Student Perceptions Survey" at the end of the course. The primary end point, a comparison of course grades (%) between the main and distance campuses, was examined using the two-sample t-test. We examined the relationships among demographics, campus location, course grades, grade point average, pre- and postcourse knowledge assessments, and postcourse perceptions as our secondary end points with parametric and nonparametric tests. Data from 93 students were included in the analysis [main campus ( n = 81); distance campus ( n = 12)]. Students on the main campus achieved a significantly higher final course grade (87 vs. 81%; P = 0.02). Scores on the Postcourse Knowledge Assessment were also significantly higher compared with those of students on the distance education campus (77 vs. 68%; P = 0.04). Students on both campuses reported self-perceived improvement in their knowledge base regarding various aspects of infectious diseases. Compared with the students on the distance campus, those on the main campus were more likely to subjectively perceive that they had succeeded in the course ( P = 0.04). Our study suggests that students on the main campus achieved a higher final course grade and were more likely to feel that they had succeeded in the course. Students on both campuses reported improvement in knowledge.
在一个远程校区实施后，评估了通过交互式视频会议进行的远程教育对药学专业学生在一门课程中表现的影响。学生们在课程开始时填写了一份“学生人口统计学调查问卷”和一份“课前知识评估”，并在课程结束时填写了一份“课后知识评估”和一份“课后学生认知调查问卷”。主要终点是使用双样本t检验比较主校区和远程校区之间的课程成绩（%）。作为次要终点，我们使用参数检验和非参数检验研究了人口统计学、校区位置、课程成绩、平均绩点、课前和课后知识评估以及课后认知之间的关系。分析纳入了93名学生的数据[主校区（n = 81）；远程校区（n = 12）]。主校区的学生最终课程成绩显著更高（87%对81%；P = 0.02）。与远程教育校区的学生相比，课后知识评估的分数也显著更高（77%对68%；P = 0.04）。两个校区的学生都报告说，他们在传染病各个方面的知识库中有自我感觉的提高。与远程校区的学生相比，主校区的学生更有可能主观地认为他们在课程中取得了成功（P = 0.04）。我们的研究表明，主校区的学生最终课程成绩更高，并且更有可能觉得他们在课程中取得了成功。两个校区的学生都报告了知识的提高。
