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.
Fike
David S
DS
Texas Tech University Health Sciences Center. School of Pharmacy, Amarillo, TX 79106, USA. david.fike@ttuhsc.edu
McCall
Kenneth L
KL
Raehl
Cynthia L
CL
Smith
Quentin R
QR
Lockman
Paul R
PR
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