Open AccessThe impact of a multimodal/hybrid design on student learning in a diabetes pharmacotherapy series for third professional year pharmacy student population
Author(s) -
B. DeeAnn Dugan,
John F. Thomas,
Jeffrey A. Kyle
Publication year - 2021
Publication title -
pharmacy education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.198
H-Index - 17
eISSN - 1477-2701
pISSN - 1560-2214
DOI - 10.46542/pe.2021.211.230239
Subject(s) - pharmacy , medicine , cohort , diabetes mellitus , community pharmacy , population , interrupted time series , modal , cohort study , medical education , family medicine , psychology , nursing , psychological intervention , chemistry , environmental health , polymer chemistry , endocrinology
Over the last several years, pharmacy education has been moving towards a blended/hybrid model of learning. The purpose of this study was to evaluate the impact of a hybrid, multi-modal design in a diabetes sequence.Method: A diabetes series was converted from a lecture-based to a hybrid design. Percentage scores from Exam 1 and Final exam questions compared a control cohort to different cohorts over two years. Primary outcome measure was student scores.Results: The score difference on Exam 1 between the 2015 and 2017 cohorts was -6.69 (p = 0.19). Comparison of 2016 and 2017 showed a -5.13% (p = 0.33) score change. An 8.6-point improvement in Final exam scores was observed. Both hybrid model cohorts scored higher on questions related to insulin titration and treatment selection.Conclusion: No change in knowledge acquisition using the hybrid multi-modal design was seen; however there an improvement in knowledge retention was observed.