学生对药学技能课程中异步与同步远程学习的看法和结果

IF 1.3 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Currents in Pharmacy Teaching and Learning Pub Date : 2025-02-13 DOI:10.1016/j.cptl.2025.102299

Stephanie L. Hsia , Gabriela Mackey , Raka Mondal , Crystal Zhou

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引用次数: 0

摘要

目的比较药学一年级（P1）和二年级（P2）学生异步和同步远程药学技能学习的效果和学生体验特征。方法采用半结构化访谈的定性分析、客观结构化临床检查（OSCE）成绩的定量分析和课程结束后的问卷调查，采用混合方法进行研究。对访谈进行归纳性专题分析。采用Wilcoxon sign -rank检验比较学生对异步和同步会话的效能评价。采用卡方检验来比较2020 Zoom（远程）osce的通过率，这是基于异步和同步远程会话的评估。我们还比较了2019年面对面和2020年Zoom（远程）欧安组织的通过率，这两年评估了相同的技能。结果学生们根据学习、反馈和准备的主题描述了异步和同步课程的优缺点。对于异步课程，学生们描述了一对一的同伴互动和反馈的价值，并为课程和实践做好了更多的准备。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。总的来说，没有强烈的偏好一种格式。在2020年欧安组织的通过率中，异步教学和同步教学的技能没有差异。与2019年面对面的欧安组织会议相比，2020年的P1学生在通过Zoom进行的欧安组织异步会议上表现更好。结论异步远程教学模式可有效地用于布鲁姆分类较低的患者护理技能教学。将同步会话转换为异步会话应该考虑周全。使异步会话有效的方面包括一对一的同伴互动和学习，来自同伴和教师的具体的、个性化的反馈，以及详细和全面的学习材料。

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Student perceptions and outcomes from asynchronous versus synchronous remote learning in a pharmacy skills course

Objective

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.

Methods

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.

Results

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.

Conclusion

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.

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来源期刊

Currents in Pharmacy Teaching and Learning EDUCATION, SCIENTIFIC DISCIPLINES-

CiteScore

2.10

自引率

16.70%

发文量

192