UK HealthCare, Good Samaritan Hospital, 310 N. Limestone, Lexington, KY 40508, United States.
Pharmacy Practice and Science, University of Maryland School of Pharmacy, 20 N. Pine Street, S427, Baltimore, MD 21201, United States.
Curr Pharm Teach Learn. 2022 Mar;14(3):359-365. doi: 10.1016/j.cptl.2022.01.018. Epub 2022 Feb 8.
There are limited reports in the literature of integrated inter-institutional doctor of pharmacy (PharmD) coursework where learners and faculty are connected using synchronous web conferencing. Furthermore, the impact of this learning environment on student engagement and collaboration has not been reported previously.
Faculty members from two separate schools of pharmacy collaborated to create the Current Concepts and Controversies in Cardiology (C4) elective, a two-credit hour elective course that was delivered via synchronous web conferencing. The course was designed to build upon students' pre-existing cardiovascular knowledgebase using case-based discussions, critical appraisal of clinical trials, and pro/con debates. Qualitative analysis using semi-structured interviews was performed to explore aspects of the course that promoted, or hindered, students' engagement and collaboration.
Seven students completed the semi-structured interviews following completion of the course. Themes identified that promoted student engagement and collaboration included, but were not limited to, observing professional relationships and interactions among faculty as well as faculty specifically calling on students by name or location. Three themes were found to be barriers to engagement and collaboration across institutions and included glitches in technology, the adversarial setup of the pro/con debates, and the inability to partake in impromptu discussion before and after class.
The C4 elective course was an integrated inter-institutional PharmD elective delivered using web conferencing. We highlight aspects of the course that promoted engagement and collaboration. The impact of inter-institutional PharmD education remains largely unexplored but may be an area of future interest and research.
在文献中，关于学习者和教师通过同步网络会议进行一体化机构间药学博士（PharmD）课程的报道有限。此外，这种学习环境对学生参与和协作的影响以前尚未报道过。
来自两所不同药学学校的教师合作创建了心血管病当前概念和争议（C4）选修课程，这是一门两个学分的选修课程，通过同步网络会议进行授课。该课程旨在通过案例讨论、临床试验的批判性评价以及正反辩论，在学生现有的心血管知识库基础上进行构建。使用半结构化访谈进行了定性分析，以探讨课程中促进或阻碍学生参与和协作的各个方面。
课程结束后，有 7 名学生完成了半结构化访谈。确定了促进学生参与和协作的主题，包括但不限于观察教师之间的专业关系和互动，以及教师特别按地点或姓名点名学生。发现了三个在机构间存在障碍的参与和协作主题，包括技术故障、正反辩论的对抗性设置，以及无法在课前和课后即兴讨论。
C4 选修课程是一门使用网络会议进行的一体化机构间 PharmD 选修课程。我们强调了促进参与和协作的课程方面。机构间 PharmD 教育的影响在很大程度上尚未得到探索，但可能是未来感兴趣和研究的领域。
