Wilhite Kristen, Jones Mikael, Kebodeaux Clark
College of Pharmacy, University of Kentucky, Lexington, KY 40508, USA.
Pharmacy (Basel). 2021 Feb 18;9(1):43. doi: 10.3390/pharmacy9010043.
(1) Background: The outbreak of the novel coronavirus, COVID-19, forced colleges of pharmacy to implement new online learning methodologies to ensure that students could complete required courses. This transition was especially acute for laboratory simulation courses that require students to practice professional skills. This study aims to compare student assessment performance within a simulation-based laboratory course for students who completed the module prior to and after the online transition. (2) Methods: This study was a retrospective cohort comparison of student outcome performance with two distinct content delivery methods. Students were organized into two tracks at the beginning of the semester to determine the order of the simulation module. The online learning transition occurred in-between the delivery of the same module, which allowed comparison of online versus in-person content delivery with consistent assessment. Remediation rates on each assessment were compared using chi-squared tests. (3) Results: Student pharmacists across the first and second professional year performed similarly despite in-person or online course formats, with no significant differences in remediation rates. (4) Conclusions: Pharmacy course content, including laboratory-based simulation activity, may produce similar assessment performance when using online content delivery. Further research into hybrid or mixed-delivery models may enhance learning without affecting assessment performance.
（1）背景：新型冠状病毒COVID-19的爆发迫使药学院实施新的在线学习方法，以确保学生能够完成必修课程。对于要求学生练习专业技能的实验室模拟课程而言，这种转变尤为剧烈。本研究旨在比较在在线过渡之前和之后完成该模块的学生在基于模拟的实验室课程中的评估表现。（2）方法：本研究是对采用两种不同内容交付方式的学生学习成果表现进行的回顾性队列比较。在学期开始时，将学生分为两组，以确定模拟模块的授课顺序。在线学习过渡发生在同一模块授课期间，这使得能够在评估一致的情况下比较在线授课与面授课程内容的交付情况。使用卡方检验比较每次评估的补救率。（3）结果：尽管采用面授或在线课程形式，一年级和二年级专业的学生药剂师表现相似，补救率无显著差异。（4）结论：使用在线内容交付时，药学课程内容，包括基于实验室的模拟活动，可能会产生相似的评估表现。对混合或混合交付模式的进一步研究可能会在不影响评估表现的情况下提高学习效果。
