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Association: Name: American Association of Colleges of Pharmacy URL: http://www.aacp.org
Citation: URL: http://www.allacademic.com/meta/p118799_index.html Direct Link: HTML Code:

Pruchnicki, Maria. and Beatty, Stuart. "Use of Asynchronous Web-Based Discussion Board by Students to Enhance Student-to-Student Learning in a Distance Education Course." 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>. 2009-05-25 <http://www.allacademic.com/meta/p118799_index.html>

Pruchnicki, M. C. and Beatty, S. J. , 2006-07-05 "Use of Asynchronous Web-Based Discussion Board by Students to Enhance Student-to-Student Learning in a Distance Education Course." 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>. 2009-05-25 from http://www.allacademic.com/meta/p118799_index.html

Publication Type: Abstract Abstract: Purpose: To enhance student-to-student learning by using a web-based asynchronous discussion board in a pathophysiology and therapeutics (P&T) course for post-B.S. Doctor of Pharmacy students. Methods: Students in a cardiology P&T course, part of a required six-semester sequence, were offered an optional online discussion assignment. A set of 6 patient scenarios was posted for each of 3 disease state discussions (DSD): hypertension, thromboembolism, and heart failure (total=18). To receive credit for a DSD, students provided (at minimum) one therapeutic recommendation (REC) for a case, and one response (RESP) to another posted REC. Each REC and RESP was limited to 250 words. Faculty reviewed postings, but did not contribute to discussions. Extra-credit points earned contributed to course grades. Feedback on the assignment was solicited from all students in the course evaluation. Results: Twenty-three students enrolled in the course, with 39.1% (n=9) participating in all 3 DSD; 73.9% (n=17) and 34.8% (n= 8) participated in 1 or 2 of the discussions, respectively. Students posted an average (SD) of 2.8 (1.9) REC and 2.4 (1.7) RESP per mini-case. Twelve follow-up questions for 10 postings were added by instructors after the extra-credit period. Only 50% (n=6) received further RESP. Twenty-one students completed course evaluations and 80.9% (n=17) read all/most of messages even if they did not participate in posting. Of all students, 80.9 % (n=17) agreed/strongly agreed that the format provided valuable learning opportunities. Implications: Computer-mediated communication may be an under-used but effective method to encourage peer interaction and professional exchanges between pharmacy students.

Subnational Governments, the Asian Development Bank, the Inter-American Development Bank, and the World Bank: The Politics of Private Infrastructure Investment

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