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Monitoring Student Performance Following Distance Learning of Anatomy and Pathophysiology in the CSU/UT Partnership

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Abstract:

A thorough knowledge of anatomy and physiology forms the basis for understanding the principles of pharmacology and pharmacy practice. A distance learning section of the Functional Anatomy and Pathophysiology (FAP) course sequence was initiated in 2002 as part of a Cleveland State University/University of Toledo (CSU/UT) initiative. Objective: The progress of the first three classes was monitored to determine the efficiency of the nontraditional teaching method. Methods: Performance of CSU students and UT campus peers were compared to ascertain if a distance learning approach to teaching FAP provided comparable training to the traditional classroom teaching for the course. Performance was also examined in four pharmacology classes offered on the UT campus, since they used the FAP as a prerequisite. Results: CSU students accepted into the professional division averaged 87+5% in the anatomy and physiology courses for the years considered (2002-2004). This was comparable (88+5%) for students taking the traditional Functional Anatomy and Pathophysiology courses on the UT campus during the same years. These students went on to do nearly equivalent work in all four pharmacology classes ( I- 85+7 vs. 85+8, II- 89+7 vs. 85+10, III- 86+8 vs. 85+9, IV- 83+7 vs. 88+7), suggesting that the distance learning format for the Functional Anatomy and Pathophysiology course provides adequate preparation for pre-pharmacy students. Implications: The analysis suggests that the distance learning format for the Functional Anatomy and Pathophysiology course sequence adequately prepares students for advanced training in pharmacology and may be useful in establishing similar partnerships with other universities.
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Association:
Name: American Association of Colleges of Pharmacy
URL:
http://www.aacp.org


Citation:
URL: http://citation.allacademic.com/meta/p119200_index.html
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MLA Citation:

Williams, Frederick., Borovicka, Mary. and Hinko, Christine. "Monitoring Student Performance Following Distance Learning of Anatomy and Pathophysiology in the CSU/UT Partnership" Paper presented at the annual meeting of the American Association of Colleges of Pharmacy, Sheraton San Diego Hotel & Marina, San Diego, California, USA, Jul 05, 2006 <Not Available>. 2013-12-16 <http://citation.allacademic.com/meta/p119200_index.html>

APA Citation:

Williams, F. E., Borovicka, M. and Hinko, C. , 2006-07-05 "Monitoring Student Performance Following Distance Learning of Anatomy and Pathophysiology in the CSU/UT Partnership" Paper presented at the annual meeting of the American Association of Colleges of Pharmacy, Sheraton San Diego Hotel & Marina, San Diego, California, USA <Not Available>. 2013-12-16 from http://citation.allacademic.com/meta/p119200_index.html

Publication Type: Abstract
Abstract: A thorough knowledge of anatomy and physiology forms the basis for understanding the principles of pharmacology and pharmacy practice. A distance learning section of the Functional Anatomy and Pathophysiology (FAP) course sequence was initiated in 2002 as part of a Cleveland State University/University of Toledo (CSU/UT) initiative. Objective: The progress of the first three classes was monitored to determine the efficiency of the nontraditional teaching method. Methods: Performance of CSU students and UT campus peers were compared to ascertain if a distance learning approach to teaching FAP provided comparable training to the traditional classroom teaching for the course. Performance was also examined in four pharmacology classes offered on the UT campus, since they used the FAP as a prerequisite. Results: CSU students accepted into the professional division averaged 87+5% in the anatomy and physiology courses for the years considered (2002-2004). This was comparable (88+5%) for students taking the traditional Functional Anatomy and Pathophysiology courses on the UT campus during the same years. These students went on to do nearly equivalent work in all four pharmacology classes ( I- 85+7 vs. 85+8, II- 89+7 vs. 85+10, III- 86+8 vs. 85+9, IV- 83+7 vs. 88+7), suggesting that the distance learning format for the Functional Anatomy and Pathophysiology course provides adequate preparation for pre-pharmacy students. Implications: The analysis suggests that the distance learning format for the Functional Anatomy and Pathophysiology course sequence adequately prepares students for advanced training in pharmacology and may be useful in establishing similar partnerships with other universities.

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