Goffard Anne, Odou Pascal, Aliouat El Moukhtar, Aliouat-Denis Cécile-Marie, Carnoy Christophe, Décaudin Bertrand, Damien Cuny, Hamoudi Mounira, Pinçon Claire, Quelennec Katia, Zanetti Sebastien, Ravaux Pierre, Standaert Annie
Université de Lille, Centre National de la Recherche Scientifique, INSERM, Centre Hospitalier Universitaire Lille, Institut Pasteur de Lille, U1019 - UMR 8204 - Centre d'Infection et d'Immunité de Lille, Lille, France.
EA 7365 - Groupe de Recherche sur les Formes Injectables et les Technologies Associées, Lille, France.
JMIR Med Educ. 2019 Apr 11;5(1):e10766. doi: 10.2196/10766.
During their studies, pharmacy students must acquire the specific skills in clinical virology required for their subsequent professional practice. Recent experiments on teaching and learning in higher education have shown that hybrid courses strengthen the students' commitment to learning and enable high-quality knowledge acquisition.
This study concerned the design and deployment of a hybrid course that combines face-to-face and Web-based instruction in clinical virology for fourth-year pharmacy students. The study's objectives were to (1) measure the students' level of involvement in the course, (2) gauge their interest in this type of learning, and (3) highlight any associated difficulties.
The study included 194 fourth-year pharmacy students from the Lille Faculty of Pharmacy (University of Lille, Lille, France) between January and June 2017. The students followed a hybrid course comprising an online learning module and 5 tutorial sessions in which professional situations were simulated. The learning module and 3 online evaluation sessions were delivered via the Moodle learning management system. Each tutorial session ended with an evaluation. The number of Moodle log-ins, the number of views of learning resources, and the evaluation marks were recorded. The coefficient for the correlation between the marks in the online evaluation and those in the tutorials was calculated. The students' opinions and level of satisfaction were evaluated via a course questionnaire.
The course's learning resources and Web pages were viewed 21,446 and 3413 times, respectively. Of the 194 students, 188 (96.9%) passed the course (ie, marks of at least 10 out of 20). There was a satisfactory correlation between the marks obtained in the online evaluations and those obtained after the tutorials. The course met the students' expectations in 53.2% of cases, and 57.4% of the students stated that they were able to work at their own pace. Finally, 26.6% of the students stated that they had difficulty organizing their work around this hybrid course.
Our results showed that pharmacy students were strongly in favor of a hybrid course. The levels of attendance and participation were high. However, teachers must be aware that some students will encounter organizational difficulties.
在学习期间，药学专业学生必须掌握后续专业实践所需的临床病毒学特定技能。近期高等教育中的教学实验表明，混合式课程能增强学生的学习投入度，并实现高质量的知识获取。
本研究关注为四年级药学专业学生设计并开展一门结合面对面教学和临床病毒学网络教学的混合式课程。该研究的目标是：（1）衡量学生对课程的参与程度；（2）评估他们对这种学习方式的兴趣；（3）找出任何相关困难。
该研究纳入了2017年1月至6月来自法国里尔大学里尔药学院的194名四年级药学专业学生。学生们参加了一门混合式课程，该课程包括一个在线学习模块和5次模拟专业情境的辅导课程。学习模块和3次在线评估课程通过Moodle学习管理系统提供。每次辅导课程结束时进行评估。记录Moodle登录次数、学习资源浏览次数和评估成绩。计算在线评估成绩与辅导课程成绩之间的相关系数。通过课程问卷评估学生的意见和满意度。
课程的学习资源和网页分别被浏览21446次和3413次。194名学生中，188名（96.9%）通过了课程（即20分中至少得10分）。在线评估成绩与辅导课程后取得的成绩之间存在令人满意的相关性。该课程在53.2%的情况下符合学生的期望，57.4%的学生表示能够按照自己的节奏学习。最后，26.6%的学生表示他们在围绕这门混合式课程安排学习方面有困难。
我们的结果表明，药学专业学生非常支持混合式课程。出勤率和参与度都很高。然而，教师必须意识到一些学生会遇到组织方面的困难。
