Impact of hybrid delivery of education on student academic performance and the student experience.
OBJECTIVE
To compare student academic performance and the student experience in the first-year doctor of pharmacy (PharmD) program between the main and newly opened satellite campuses of the University of Maryland.


METHODS
Student performance indicators including graded assessments, course averages, cumulative first-year grade point average (GPA), and introductory pharmacy practice experience (IPPE) evaluations were analyzed retrospectively. Student experience indicators were obtained via an online survey instrument and included involvement in student organizations; time-budgeting practices; and stress levels and their perceived effect on performance.


RESULTS
Graded assessments, course averages, GPA, and IPPE evaluations were indistinguishable between campuses. Students' time allocation was not different between campuses, except for time spent attending class and watching lecture videos. There was no difference between students' stress levels at each campus.


CONCLUSIONS
The implementation of a satellite campus to expand pharmacy education yielded academic performance and student engagement comparable to those from traditional delivery methods.
Congdon
Heather Brennan
HB
University of Maryland School of Pharmacy, MD, USA.
Nutter
Douglas A
DA
Charneski
Lisa
L
Butko
Peter
P
D032882:Comprehension; D003194:Computer-Assisted Instruction; D003479:Curriculum; D020375:Education, Distance; D004512:Education, Pharmacy; D004521:Educational Measurement; D006801:Humans; D007858:Learning; D008396:Maryland; D010465:Perception; D012189:Retrospective Studies; D012580:Schools, Pharmacy / Q000458:organization & administration*; D013315:Stress, Psychological; D013339:Students, Pharmacy / Q000523:psychology; D011795:Surveys and Questionnaires; D013997:Time Factors