Comparison of pharmacy students randomized to receive drug information reference education via recording or interactive Moodle lesson
Abstract This study assessed the efficacy of an interactive Moodle lesson teaching the subject of references commonly used to answer drug information (DI) questions on pharmacy student performance and retention. Students were randomized to receive education via either the lesson or a recorded lectur...
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| Format: | Article |
| Language: | English |
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SpringerOpen
2019-03-01
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| Series: | International Journal of Educational Technology in Higher Education |
| Subjects: | |
| Online Access: | http://link.springer.com/article/10.1186/s41239-019-0138-1 |
| _version_ | 1818875568284762112 |
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| author | Christopher S. Wisniewski Melissa B. Hortman |
| author_facet | Christopher S. Wisniewski Melissa B. Hortman |
| author_sort | Christopher S. Wisniewski |
| collection | DOAJ |
| description | Abstract This study assessed the efficacy of an interactive Moodle lesson teaching the subject of references commonly used to answer drug information (DI) questions on pharmacy student performance and retention. Students were randomized to receive education via either the lesson or a recorded lecture. Students completed a baseline knowledge assessment, an assignment following instruction, the same baseline assessment at the end of the semester to assess retention, and a survey on their experience with the assigned education technique. The differences of median grades on assessments and survey results between groups were compared via Mann-Whitney U tests. Student performance on the baseline assessment was comparable between groups (n = 40 per group; 47.22% vs. 48.61%). Retention of knowledge was less in students in the lesson group (63.89%) than in the lecture group (75%). Students taught by lecture performed better (90.63%) than those taught by lesson (87.5%) on the post-instruction assignment. Survey results from participants (n = 32/80) showed more students in the lecture group (n = 16) agreed time associated with educational technique was reasonable (69% vs. 31%), technique was valuable to learning (75% vs. 44%), and experience was satisfying (56% vs. 31%). These results show student retention of knowledge was not improved with use of a Moodle lesson in comparison with a recorded lecture. Student performance was better immediately following education when taught by lecture and more lecture-taught students agreed the educational technique was time-appropriate, valuable, and satisfying. |
| first_indexed | 2024-12-19T13:28:34Z |
| format | Article |
| id | doaj.art-8512e26aa5cd434f92f688e15a09caba |
| institution | Directory Open Access Journal |
| issn | 2365-9440 |
| language | English |
| last_indexed | 2024-12-19T13:28:34Z |
| publishDate | 2019-03-01 |
| publisher | SpringerOpen |
| record_format | Article |
| series | International Journal of Educational Technology in Higher Education |
| spelling | doaj.art-8512e26aa5cd434f92f688e15a09caba2022-12-21T20:19:28ZengSpringerOpenInternational Journal of Educational Technology in Higher Education2365-94402019-03-011611810.1186/s41239-019-0138-1Comparison of pharmacy students randomized to receive drug information reference education via recording or interactive Moodle lessonChristopher S. Wisniewski0Melissa B. Hortman1Department of Clinical Pharmacy & Outcome Sciences, Medication Safety, Use & Policy, Medical University of South CarolinaInstructional Technology, Office of Instructional Technology & Faculty Resources, Medical University of South CarolinaAbstract This study assessed the efficacy of an interactive Moodle lesson teaching the subject of references commonly used to answer drug information (DI) questions on pharmacy student performance and retention. Students were randomized to receive education via either the lesson or a recorded lecture. Students completed a baseline knowledge assessment, an assignment following instruction, the same baseline assessment at the end of the semester to assess retention, and a survey on their experience with the assigned education technique. The differences of median grades on assessments and survey results between groups were compared via Mann-Whitney U tests. Student performance on the baseline assessment was comparable between groups (n = 40 per group; 47.22% vs. 48.61%). Retention of knowledge was less in students in the lesson group (63.89%) than in the lecture group (75%). Students taught by lecture performed better (90.63%) than those taught by lesson (87.5%) on the post-instruction assignment. Survey results from participants (n = 32/80) showed more students in the lecture group (n = 16) agreed time associated with educational technique was reasonable (69% vs. 31%), technique was valuable to learning (75% vs. 44%), and experience was satisfying (56% vs. 31%). These results show student retention of knowledge was not improved with use of a Moodle lesson in comparison with a recorded lecture. Student performance was better immediately following education when taught by lecture and more lecture-taught students agreed the educational technique was time-appropriate, valuable, and satisfying.http://link.springer.com/article/10.1186/s41239-019-0138-1MoodleProfessional educationPharmacy educationComputer-assisted instructionMultimedia |
| spellingShingle | Christopher S. Wisniewski Melissa B. Hortman Comparison of pharmacy students randomized to receive drug information reference education via recording or interactive Moodle lesson International Journal of Educational Technology in Higher Education Moodle Professional education Pharmacy education Computer-assisted instruction Multimedia |
| title | Comparison of pharmacy students randomized to receive drug information reference education via recording or interactive Moodle lesson |
| title_full | Comparison of pharmacy students randomized to receive drug information reference education via recording or interactive Moodle lesson |
| title_fullStr | Comparison of pharmacy students randomized to receive drug information reference education via recording or interactive Moodle lesson |
| title_full_unstemmed | Comparison of pharmacy students randomized to receive drug information reference education via recording or interactive Moodle lesson |
| title_short | Comparison of pharmacy students randomized to receive drug information reference education via recording or interactive Moodle lesson |
| title_sort | comparison of pharmacy students randomized to receive drug information reference education via recording or interactive moodle lesson |
| topic | Moodle Professional education Pharmacy education Computer-assisted instruction Multimedia |
| url | http://link.springer.com/article/10.1186/s41239-019-0138-1 |
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