Achieving equivalent academic performance between campuses using a distributed education model.
OBJECTIVE
To demonstrate that students in competency-based anatomy and pharmaceutical calculations courses performed similarly whether enrolled in the classes through distance education or face-to-face lectures.


METHODS
Student outcomes data including module examination scores, final course grades, and student demographics data were collected, merged, and analyzed.


RESULTS
Mean module examination final scores and final course grades did not significantly differ between students at the lecture site and students at the remote site.


CONCLUSIONS
The competency-based anatomy and pharmaceutical calculations courses, whether remote or at the lecture site, provided equitable learning opportunities and roughly equivalent learning outcomes for students.
Texas Tech University Health Sciences Center. School of Pharmacy, Amarillo, TX 79106, USA. david.fike@ttuhsc.edu
David S
DS
Fike
Kenneth L
KL
McCall
Cynthia L
CL
Raehl
Quentin R
QR
Smith
Paul R
PR
Lockman
D000328:Adult; D000715:Anatomy / Q000193:education*; D003162:Competency-Based Education; D020375:Education, Distance; D004512:Education, Pharmacy; D004521:Educational Measurement; D005006:Ethnicity; D005260:Female; D006801:Humans; D007858:Learning; D008297:Male; D017145:Models, Educational; D012580:Schools, Pharmacy; D013339:Students, Pharmacy; D013781:Texas; D055815:Young Adult