Attendance at pharmacology workshops correlates with academic achievement regardless of delivery mode (on-campus or online)

IF 4.2 3区医学 Q1 PHARMACOLOGY & PHARMACY

European journal of pharmacology Pub Date : 2025-04-10 DOI:10.1016/j.ejphar.2025.177616

Ross O'Shea, Elvan Djouma

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引用次数: 0

Abstract

In recent years (2021–2023), we have offered pharmacology subjects in ‘StudyFlex’ mode, allowing students to attend workshops either on-campus (blended) or online. This study aimed to investigate changes in student preference for mode of attendance, and whether attendance or mode of attendance was related to academic performance.

We collected data from 559 students enrolled in an introductory pharmacology subject and examined preference for mode of study, workshop attendance and subject results. The only difference between the instances was the mode of delivery of weekly 2-h workshops; the same academics conducted all workshops for both cohorts, and all other learning materials were delivered online.

Student preference for on-campus (blended) workshops in this subject increased over this period, while preference for online workshops decreased accordingly. Workshop attendance increased for the blended cohort but decreased for the online cohort in 2023 (Kruskal-Wallis ANOVA followed by Dunn's post-hoc test). Test marks and overall subject marks were highly correlated with workshop attendance, independent of attendance mode (non-parametric Spearman's correlation, all P < 0.05), but average marks were not different between the two cohorts in any semester (Kruskal-Wallis ANOVA followed by Dunn's post-hoc test).

Despite a shift in preference for on-campus versus online workshops, the mode of workshop attendance had no significant effect on academic performance. Greater workshop attendance, independent of attendance mode, was correlated with improved academic performance. This analysis highlights the utility of online workshops, which were equally effective as blended classes in pharmacology teaching in this subject.

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参加药理学研讨会与学习成绩相关，无论授课模式是校内还是在线。

近年来（2021-2023），我们以“StudyFlex”模式提供药理学课程，允许学生参加校内（混合）或在线研讨会。本研究旨在探讨学生对出勤方式的偏好变化，以及出勤或出勤方式是否与学习成绩有关。我们收集了559名参加药理学入门课程的学生的数据，并检查了他们对学习模式、研讨会出席率和课程结果的偏好。两种情况之间的唯一区别是每周2小时讲习班的交付模式；同一位学者为两组学生举办了所有研讨会，所有其他学习材料都在网上提供。在此期间，学生对这一主题的校内（混合）研讨会的偏好有所增加，而对在线研讨会的偏好则相应下降。2023年，混合队列参加研讨会的人数增加，但在线队列的人数减少（Kruskal-Wallis方差分析和Dunn事后检验）。测试分数和整体科目分数与研讨会出勤高度相关，独立于出勤模式(非参数Spearman相关，均P <；0.05)，但两个队列在任何学期的平均分数都没有差异（Kruskal-Wallis方差分析和Dunn事后检验）。尽管对校内研讨会的偏好与在线研讨会的偏好发生了转变，但参加研讨会的模式对学习成绩没有显著影响。与出勤模式无关，更多的工作坊出勤与学习成绩的提高相关。这一分析强调了在线研讨会的效用，它在这一学科的药理学教学中与混合课程同样有效。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

European journal of pharmacology 医学-药学

CiteScore

9.00

自引率

0.00%

发文量

572

审稿时长

34 days

期刊介绍： The European Journal of Pharmacology publishes research papers covering all aspects of experimental pharmacology with focus on the mechanism of action of structurally identified compounds affecting biological systems. The scope includes: Behavioural pharmacology Neuropharmacology and analgesia Cardiovascular pharmacology Pulmonary, gastrointestinal and urogenital pharmacology Endocrine pharmacology Immunopharmacology and inflammation Molecular and cellular pharmacology Regenerative pharmacology Biologicals and biotherapeutics Translational pharmacology Nutriceutical pharmacology.