Hsia Stephanie L, Mackey Gabriela, Mondal Raka, Zhou Crystal
University of California San Francisco School of Pharmacy, San Francisco, CA, United States of America.
Hoag Memorial Hospital Presbyterian, Newport Beach, CA, United States of America.
Curr Pharm Teach Learn. 2025 May;17(5):102299. doi: 10.1016/j.cptl.2025.102299. Epub 2025 Feb 13.
Compare the effectiveness and characterize student experiences between asynchronous and synchronous remote pharmacy skills learning sessions in first-year (P1) and second-year (P2) pharmacy students.
Mixed-methods study consisting of qualitative analysis of semi-structured interviews and quantitative analysis of Objective Structured Clinical Examination (OSCE) performance and post-course questionnaires. An inductive thematic analysis of the interviews was conducted. Wilcoxon signed-rank tests were conducted to compare student-rated efficacy of aspects of the asynchronous and synchronous sessions. Chi-squared tests were conducted to compare pass rates between the 2020 Zoom (remote) OSCEs, which were assessments based on the asynchronous and synchronous remote sessions. We also compared pass rates of analogous 2019 in-person and 2020 Zoom (remote) OSCEs, which assessed the same skills across both years.
Students described advantages and disadvantages for asynchronous and synchronous sessions along the themes of learning, feedback and preparation. For asynchronous sessions, students described value from one-on-one peer interactions and feedback and being more prepared for the session and practice. For the synchronous sessions, students emphasized the value of real-time feedback from faculty and facilitators. Overall, there was not a strong preference for one format. There was no difference in 2020 OSCE pass rates between the asynchronously and synchronously taught skills. P1 students in 2020 performed better on the OSCE conducted over Zoom for the asynchronous sessions, compared to 2019 in-person OSCEs.
An asynchronous remote format can be effective for teaching patient care skills that are lower on Bloom's taxonomy. Transitioning a synchronous session to asynchronous should be done thoughtfully. Aspects that make an asynchronous session effective include one-on-one peer interactions and learning, specific, individualized feedback from peers and faculty, and detailed and comprehensive learning materials.
比较一年级（P1）和二年级（P2）药学专业学生在异步和同步远程药学技能学习课程中的学习效果，并描述学生的学习体验。
采用混合方法研究，包括对半结构化访谈进行定性分析，以及对客观结构化临床考试（OSCE）成绩和课程后问卷进行定量分析。对访谈进行归纳主题分析。进行Wilcoxon符号秩检验，以比较学生对异步和同步课程各方面的评价效果。进行卡方检验，以比较2020年基于异步和同步远程课程的Zoom（远程）OSCEs的通过率。我们还比较了2019年面对面和2020年Zoom（远程）OSCEs的类似通过率，这两年评估的是相同的技能。
学生们围绕学习、反馈和准备等主题描述了异步和同步课程的优点和缺点。对于异步课程，学生们提到了一对一的同伴互动和反馈的价值，以及为课程和实践做了更充分的准备。对于同步课程，学生们强调了教师和辅导员实时反馈的价值。总体而言，学生对这两种形式没有强烈的偏好。2020年异步和同步教学技能的OSCE通过率没有差异。与2019年面对面的OSCE相比，2020年P1学生在基于异步课程的Zoom OSCE中表现更好。
异步远程教学形式对于教授布鲁姆分类法中较低层次的患者护理技能可能是有效的。将同步课程转换为异步课程应谨慎进行。使异步课程有效的方面包括一对一的同伴互动和学习、同伴和教师提供的具体、个性化反馈，以及详细和全面的学习材料。
