Comparison of students' performance in and satisfaction with a clinical pharmacokinetics course delivered live and by interactive videoconferencing.
OBJECTIVE
To compare students' performance in and course evaluations for a clinical pharmacokinetics course taught in a traditional classroom setting, and for the same course taught via interactive videoconferencing.


METHODS
The course was taught in a traditional classroom setting to 38 students, and in asynchronous sessions via interactive videoconferencing to 75 students at a distant site. A course evaluation was administered to each group at the conclusion of the courses.


RESULTS
The students in the live classroom setting had a higher mean final course grade of 90.7% compared to the mean final course grade (87.8%) of students in the interactive videoconferencing group (P = 0.024). The mean evaluation score for students in the videoconferencing class were higher than for students in the live classroom setting (4.73 vs. 4.58; P < 0.001).


CONCLUSIONS
Students in both the classroom setting and interactive videoconferencing setting performed well and had a high overall perception of the course.
Kidd
Robert S
RS
Bernard J. Dunn School of Pharmacy, Shenandoah University, USA.
Stamatakis
Mary K
MK
D002755:Choice Behavior; D003479:Curriculum; D004358:Drug Therapy; D005178:Faculty; D006801:Humans; D007990:Libraries; D010549:Personal Satisfaction; D010599:Pharmacokinetics; D013339:Students, Pharmacy; D011795:Surveys and Questionnaires; D013663:Teaching / Q000379:methods*; D014743:Videotape Recording