Online doctor of pharmacy program for pharmacy practitioners: Development and evaluation of six pilot courses

American Journal of Pharmaceutical Education, Fall 2000 by O'Neil, Christine K, Poirier, Theresa I

Twenty-four students who completed one to six courses and submitted both a baseline and follow-up test and survey were included in the data analysis. Only students completing a course were included in the data analysis for that particular course.

The results of the pre-test and post-test scores of knowledge in the six topic areas are presented in Table 1. There was significant improvement in tests scores in all six courses compared to baseline (P-0.0001). A passing score was considered 70 percent, which would be a total raw score of 49 correct out of a possible 70.

Baseline and follow-up survey results describing the frequency of pharmaceutical care activities and perceived preparedness to provide specialty pharmaceutical care services are shown in Tables II and III. Analysis of the results revealed significant improvement in participants' perception of their preparedness to provide specialty services (P

Students were asked to complete online course evaluations following completion of a module. Table IV presents a representative sample of the results from three of the six pilot courses. Students rated the course favorably with most responses between a score of 4 to 5, indicating they agree to strongly agree with the teaching techniques utilized in the online courses.

DISCUSSION

When embarking on a new technology it is important not forget about teaching goals and techniques. We recruited the assistance of our university computer and technology services to assist with Internet access, equipment recommendations for faculty and students and converting some material to online instruction. This allowed the faculty to focus on teaching. Our program was developed to incorporate several learning paradigms. Online courses are very conducive to personalized learning. The structure of the courses permitted students to complete the required content in a timely manner. Collaborative learning was achieved through synchronous as well as asynchronous interactive chats. Use of the online format allowed course material to be as up to date as possible and presented in a variety of media to potentially enhance student learning.

It is a widely accepted view that distance learners are older than the typical undergraduate, female, likely to be employed full time, and married(16). This sample population was similar to the typical distance learner in they were primarily female and employed full-time.

Dropout rates from online programs have been estimated to range from 0 percent to 50 percent.5 This program had an attrition rate of 11 percent. One individual withdrew due to technology fears, one for financial reasons, and another due to personal work commitments. Reasons for the high retention rate among participants may be attributed to the structured, but personally flexible format of the program. The program provided a variety of learners' supports. Granger and Benke have stated that learner supports are very important to the success of online instruction(17). Support must be provided within the program and its delivery, and by the faculty.