Establishing a Distance Learning Site for a Traditional Doctor of Pharmacy Program

American Journal of Pharmaceutical Education, 2003 by Ward, Ceressa T, Rey, Jose A, Mobley, W Cary, Evans, Carsten D W

Nova Southeastern University in Fort Lauderdale, FL, expanded its traditional, entry-level doctor of pharmacy program to West Palm Beach, FL, using compressed videoconferencing. This descriptive paper outlines considerations in the development of the distant site, describes the distant site facilities and the role of the faculty, identifies policies and procedures, and presents outcomes and implications. Student and faculty surveys were conducted regarding their impressions of the distance teaching methods. Faculty members received instruction on the technical aspects of compressed video as well as on interactive strategies and educational planning. As pedagogy changes from traditional face-to-face settings to videoconference-based environments, continuing education and the development of innovative ways to incorporate technology into the classroom is encouraged.

Keywords: Distance learning, Doctor of Pharmacy, videoconference

INTRODUCTION

Distance education, defined as "the separation of the instructor and the students by space and/or time," has been an integral and rapidly advancing component of the academic system for many years. By increasing accessibility, it enables learners to continue their education, despite possible restraints such as geography, family, and/or occupational obligations.1,3 Distance education encompasses a vast spectrum of delivery techniques, which have evolved from correspondence courses, to television courses, to online classes, and now to a more technologically innovative system known as interactive compressed videoconferencmg.4,5

Unlike correspondence and television courses, which lack 2-way communications, compressed videoconferencing offers synchronous learning opportunities with 2-way audio and visual capability. Live (face-to-face) didactic lectures are simultaneously broadcast in a 2-way interactive format by transmitting a combination of data, voice, and video through 3 Integrated Services Digital Network (ISDN) telephone lines to students at multiple distance sites.6 Despite physical separation, this technology allows both the instructor and the students to work in real time, similar to a traditional classroom setting.3 With compressed video technology, student-instructor interactivity is maintained, with the ability to conduct planned group discussions as well as question and answer sessions.5 Interactivity is further enhanced with 2-way visibility, so that neither party is speaking or being spoken to by a faceless voice.5 The only components compromised with videoconferencing technology are the loss of natural motion, spontaneity of class discussions, the inability to receive visual cues from the faces of the students, and the loss of student-instructor connectivity.2,5,7-9 Studentinstructor connectivity can, however, be maintained by one or more of the following methods: virtual office hours, e-mail, chat rooms, bulletin boards, telephone, facsimile (fax), or postal service.5

Worldwide, institutions for learning have either used or evaluated the possible use of one or more of these aforementioned methods to educate students in a variety of disciplines such as medicine, public health, and business. Prompted by reduced funds for academic training, Michigan State University's College of Human Medicine had positive results when it explored the use of videoconferencing technology to provide instruction to medical students, residents, and faculty, and to conduct administrative meetings. The project employed two devices: a questionnaire to assess the participants' thoughts regarding the use of videoconferencing technology as an instructional delivery system and an observation sheet to record technical difficulties. After 28 sessions, the survey results provided strong support for continued use of the videoconferencing technology with considerable lessons learned and recognizable areas of improvement. The identified lessons learned were to prepare an exact list of required equipment; to ensure timely and efficient communications between the vendor and the appointed purchasing office; and to instruct presenters on how to effectively use technology in the classroom.10

In a comparative study by Umble et al, public health professionals were evaluated to determine the effects of receiving a continuing education course on federal immunization standards, either in a traditional classroom or using satellite broadcast. The study endpoints were significant improvements in knowledge, agreement with the standards, self-efficacy, and adherence to practice recommendations. The study incorporated a survey that was distributed before, immediately after, and 3 months following completion of the 14-hour course. Training offered either in the traditional classroom setting or using satellite broadcast technology resulted in comparable outcomes in all endpoints, thus supporting future use of distance education in national public health programs.11

Bader and Roy of Moorhead State University (MSU) evaluated the capability of interactive television (ITV), in combination with a website and e-mail, to deliver a master of business administration course.12 In the fall of 1997, 7 students were enrolled at each of the 2 remote sites and 10 were in the traditional classroom. At the end of the course, the students were asked to complete 3 questionnaires, which evaluated instruction, interactive television facilities, and the instructor's use of technology. Overall, the students offered positive responses regarding the instructor and the instructor's use of technology. With regards to the students' perceptions of ITV as an effective mode of educational delivery, significant differences among students were noted. Students with prior ITV experience were more receptive to the technology, but also more critical of technical difficulties compared with those without prior exposure to the technology. Students at the local site perceived that the technology negatively affected their ability to learn and were less likely to enroll in another ITV course. Remote students, nonetheless, were more tolerant of the technical problems and more likely to participate in future courses via ITV. Despite being on campus or at a remote location, the students' performance on assignments and examinations was comparable.