Academic performance in a pharmacotherapeutics course sequence taught synchronously on two campuses using distance education technology

Abstract

Objective. To compare the academic performance of campus-based students in a pharmacotherapeutics course with that of students at a distant campus taught via synchronous teleconferencing. Methods. Examination scores and final course grades for campus-based and distant students completing the case-based pharmacotherapeutics course sequence over a 5-year period were collected and analyzed. Results. The mean examination scores and final course grades were not significantly different between students on the 2 campuses. Conclusions. The use of synchronous distance education technology to teach students does not affect students' academic performance when used in an active-learning, case-based pharmacotherapeutics course.