Electronic integration of prerequisite course content.
OBJECTIVE
To evaluate the effect of electronic integration of embedded prerequisite information (EPI) on student learning.


METHODS
Specific prerequisite information presented in a Chemical Basis of Drug Action course and important to understanding new topics presented in subsequent courses was identified and embedded in online course materials using pop-ups and hyperlinks. Students were encouraged to review the EPI.


RESULTS
There was no significant difference (P<0.05) between student performance on examination 3, which covered embedded information, and student performance on examination 1 which did not. Employing the Likert scale, a cumulative average of 75% and 87% of the campus and distance students rated the impact of EPI slightly positive to positive, respectively.


CONCLUSIONS
Although student performance did not improve with the introduction of EPI, both campus and distance students viewed the EPI positively.
Alsharif
Naser Z
NZ
School of Pharmacy and Health Professions, Creighton University Medical Center, Omaha, NE 68178, USA.
Henriksen
Brian
B
D000328:Adult; D002626:Chemistry, Pharmaceutical / Q000193:education*; D032882:Comprehension; D003194:Computer-Assisted Instruction; D003479:Curriculum; D020375:Education, Distance; D004512:Education, Pharmacy / Q000379:methods*; D004521:Educational Measurement; D005260:Female; D006801:Humans; D008297:Male; D011939:Mental Recall; D010465:Perception; D016730:Program Development; D015397:Program Evaluation; D012984:Software; D013339:Students, Pharmacy; D018511:Systems Integration; D014584:User-Computer Interface; D055815:Young Adult