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Pharmacy Students’ Perceptions of Remote versus Face-to-Face Learning Experience

During the COVID-19 pandemic, there was a large shift from face-to-face (FTF) to remote learning. Evaluating students’ perceptions of remote learning provides educators with opportunity to inform their instructional methods. This study sought to evaluate pharmacy students’ self-perceived (1) confide...

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Autores principales: Mills, Jenna M., VanAtta, Celeste N., Hendershot, Racheal S., Rao, Shantanu
Formato: Online Artículo Texto
Lenguaje:English
Publicado: MDPI 2023
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10304622/
https://www.ncbi.nlm.nih.gov/pubmed/37368423
http://dx.doi.org/10.3390/pharmacy11030097
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author Mills, Jenna M.
VanAtta, Celeste N.
Hendershot, Racheal S.
Rao, Shantanu
author_facet Mills, Jenna M.
VanAtta, Celeste N.
Hendershot, Racheal S.
Rao, Shantanu
author_sort Mills, Jenna M.
collection PubMed
description During the COVID-19 pandemic, there was a large shift from face-to-face (FTF) to remote learning. Evaluating students’ perceptions of remote learning provides educators with opportunity to inform their instructional methods. This study sought to evaluate pharmacy students’ self-perceived (1) confidence, (2) preparedness, (3) satisfaction, and (4) motivation following remote vs. FTF classes. An electronic survey was distributed to six pharmacy student cohorts enrolled in the University of Findlay College of Pharmacy during April 2021 to measure the objectives. The Kruskal–Wallis, Mann–Whitney U, and Spearman’s rank correlation tests were used to analyze the data (alpha = 0.05). A total of 151 students completed the survey. While the responses differed among the cohorts, first-professional year students reported lower motivation to study (p = 0.008), engage (p = 0.008), satisfaction with content presentation (p = 0.05), preparedness for exams (p < 0.001), and confidence to communicate (p = 0.008) and succeed in a career (p < 0.001) when studying remotely vs. taking FTF classes compared to fourth-professional year students. Positive correlations were observed between students who felt motivated to engage and study (ρ = 0.501, p < 0.001), motivated to study and exam preparedness (ρ = 0.511, p < 0.001), satisfied with course material presentation and professor accessibility (ρ = 0.688, p < 0.001), and exam preparedness (ρ = 0.521, p < 0.001), and felt prepared for exams and able to succeed in a pharmacy career (ρ = 0.573, p < 0.001). Taking the above results into consideration, pharmacy educators may designate more time and instructional support to first-professional year students in an effort to improve students’ perceptions of motivation, satisfaction, confidence, and preparedness.
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spelling pubmed-103046222023-06-29 Pharmacy Students’ Perceptions of Remote versus Face-to-Face Learning Experience Mills, Jenna M. VanAtta, Celeste N. Hendershot, Racheal S. Rao, Shantanu Pharmacy (Basel) Article During the COVID-19 pandemic, there was a large shift from face-to-face (FTF) to remote learning. Evaluating students’ perceptions of remote learning provides educators with opportunity to inform their instructional methods. This study sought to evaluate pharmacy students’ self-perceived (1) confidence, (2) preparedness, (3) satisfaction, and (4) motivation following remote vs. FTF classes. An electronic survey was distributed to six pharmacy student cohorts enrolled in the University of Findlay College of Pharmacy during April 2021 to measure the objectives. The Kruskal–Wallis, Mann–Whitney U, and Spearman’s rank correlation tests were used to analyze the data (alpha = 0.05). A total of 151 students completed the survey. While the responses differed among the cohorts, first-professional year students reported lower motivation to study (p = 0.008), engage (p = 0.008), satisfaction with content presentation (p = 0.05), preparedness for exams (p < 0.001), and confidence to communicate (p = 0.008) and succeed in a career (p < 0.001) when studying remotely vs. taking FTF classes compared to fourth-professional year students. Positive correlations were observed between students who felt motivated to engage and study (ρ = 0.501, p < 0.001), motivated to study and exam preparedness (ρ = 0.511, p < 0.001), satisfied with course material presentation and professor accessibility (ρ = 0.688, p < 0.001), and exam preparedness (ρ = 0.521, p < 0.001), and felt prepared for exams and able to succeed in a pharmacy career (ρ = 0.573, p < 0.001). Taking the above results into consideration, pharmacy educators may designate more time and instructional support to first-professional year students in an effort to improve students’ perceptions of motivation, satisfaction, confidence, and preparedness. MDPI 2023-06-08 /pmc/articles/PMC10304622/ /pubmed/37368423 http://dx.doi.org/10.3390/pharmacy11030097 Text en © 2023 by the authors. https://creativecommons.org/licenses/by/4.0/Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
spellingShingle Article
Mills, Jenna M.
VanAtta, Celeste N.
Hendershot, Racheal S.
Rao, Shantanu
Pharmacy Students’ Perceptions of Remote versus Face-to-Face Learning Experience
title Pharmacy Students’ Perceptions of Remote versus Face-to-Face Learning Experience
title_full Pharmacy Students’ Perceptions of Remote versus Face-to-Face Learning Experience
title_fullStr Pharmacy Students’ Perceptions of Remote versus Face-to-Face Learning Experience
title_full_unstemmed Pharmacy Students’ Perceptions of Remote versus Face-to-Face Learning Experience
title_short Pharmacy Students’ Perceptions of Remote versus Face-to-Face Learning Experience
title_sort pharmacy students’ perceptions of remote versus face-to-face learning experience
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10304622/
https://www.ncbi.nlm.nih.gov/pubmed/37368423
http://dx.doi.org/10.3390/pharmacy11030097
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