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

During the first 2 years of the program, the West Palm Beach faculty members conducted midterm surveys with their student advisees to ascertain the students' likes, dislikes, and overall thoughts on being in a distance education environment. In general, the students realize that the use of the compressed video technology affords increased access to pharmacy education, and for some with family commitments, does not require them to relocate or commute to the main campus in Fort Lauderdale. The students' greatest discontentment with the technology was the frequent interruptions during lectures due to call disconnections that occurred when the program first started. Another notable dislike the students expressed was the instructors' initial apprehension with the equipment and failure to acknowledge the distance site(s). Throughout the course of the first year, students began to acknowledge improvements with the technology and instructor interactivity with the distance site.

On a continual basis, NSU's Office of Information Technology (OIT) conducts surveys to assess student concerns regarding the technical aspects (eg, quality of audiovisuals, technical problems/difficulties) of the program. Based on student feedback, OIT directors make every effort to implement the changes and adjustments necessary to ensure an optimal learning environment. During orientation week and several times throughout the academic year, members of OIT teach and/or reiterate the proper use of the videoconferencing technology.

Many faculty members welcome the opportunity to improve their instructional skills with different technologies and explore different teaching modalities. However, like the students, faculty tend to dislike the fact that the audiovisual communications are not "errorless" and that they are sometimes unable to maintain a strong connection with the distance site students. The other pitfall that has been identified is the close student-instructor relationships that are lost as the ratio of students per instructor increases.

To improve confidence and competence with videoconference teaching, the faculty, both local and distance, receive hands-on training classes that focus on the technical aspects of teaching with compressed video, as well as sessions on interactive strategies and educational planning. These seminars, conducted by various members of the education department, are regularly scheduled during the COP annual faculty development week.

CONCLUSIONS

The establishment of this videoconference-based distance learning site is a beginning step in addressing the workforce needs of the pharmacy profession by increasing access and educational opportunities for students. To ensure that the academic needs of the students are met on a continual basis, West Palm Beach plans to recruit more faculty to assist with course facilitation, student advising, and precepting at clinical practice sites. Technology, instructor, and student performance assessments will be an ongoing process so that any areas for improvement can be addressed in a timely manner. As pedagogy evolves from the traditional face-to-face setting to a videoconference-based environment, continuing education and the development of innovative ways to incorporate technology into the classroom is encouraged.