Pharmacy Students' Perspectives On Online And On-campus Learning And Assessment In Interdisciplinary Subjects And Skills

• By: CALIPH, Suzanne (Monash University Faculty Of Pharmacy And Pharmaceutical Sciences, Australia)
• Co-author(s): Dr Suzanne Caliph (Monash University Faculty Of Pharmacy And Pharmaceutical Sciences, Melbourne, Australia)
  Mr Gregory Duncan (Monash University Faculty Of Pharmacy And Pharmaceutical Sciences, Melbourne, Australia)
  Dr Ian Larson (Monash University Faculty Of Pharmacy And Pharmaceutical Sciences, Melbourne, Australia)
  
• Abstract:

  Background
  A blended instructional model comprising of online learning and in-person classes was implemented at the Monash Pharmacy during the COVID 19 pandemic. Online learning activities consisted of self-directed learning modules with readings, short video clips and self-test quizzes and live-stream active learning webinars. In-person learning component included small group collaborative learning workshops facilitated by topic lead academics and teaching associates on campus.
  Purpose
  The purpose of the study was to examine the learning experiences and perspectives of pharmacy students in on-campus and online teaching and assessment activities in various pharmacy disciplinary areas (science, practice and clinical pharmacy knowledge and skills) with an aim to optimise instructional design and delivery approaches for better learning, engagement and outcomes.
  Method
  A retrospective, observational, cross-sectional survey was designed and implemented in the form of a 5-point Likert scale. The survey questionnaire was distributed electronically to undergraduate pharmacy students. The study examined students’ perceptions, satisfaction and engagement in online vs. face to face classes and assessments in various pharmacy disciplinary areas including enabling sciences (physiology, pharmacology), technical sciences (formulation and drug delivery, pharmacokinetics), pharmacy practice, and clinical pharmacy. An open-ended question was used to gather qualitative students’ feedback and suggestions.
  Results
  Over 60% of participants preferred the live-stream active learning lectures for pharmacy practice and clinical pharmacy topics compared with <50% for enabling and technical sciences. Comprehensive care (Clinical Pharmacy) topics were found to be effective and engaging when delivered as live stream active learning lectures than physiology and pharmacology topics which worked well as moderated online workshops. 70% did not perceive that online workshops enabled them to effectively participate and contribute to class activities involving problem solving, critical thinking and oral communication (verbal and non-verbal) tasks. 60% of students believed that online exams was easier than on-campus in-person exams. 75% felt less anxious to take an online assessment compared with face to face assessments. 40% perceived assessments involving pharmacy professional skills (e.g. history taking, patient counselling) would be harder to perform online than face to face in person. Qualitative comments indicated flexibility as the key benefit whereas connecting with peers and instructors as a major limitation for learning online.
  Conclusions
  Our study showed pharmacy students preferred a blended instructional model consisting of self-directed online modules for preparatory and interactive learning, livestream lectures for content clarification, feedback and in-depth learning, and on-campus face to face workshops for application of knowledge and practising skills. There was a trend for differences in students' satisfaction of online learning in different disciplinary topics where clinical and therapeutic topics were thought to be more engaging than enabling and technical sciences. Online learning was popular for its flexibility, autonomy and anonymity whereas in-person face to face classes promoted human interactions and authentic connection and development of professional skills including verbal and non-verbal communication and teamwork.
  Topic area
  Academic Pharmacy