Discusses a year-long study of time spent teaching and maintaining two comparable mature university courses, one offered online and one on campus. Results showed that the distance course required more frequent attention, but the total teaching and maintenance time per student was less than that for the traditional course. (Author/LRW)

Explores the faculty time and effort spent in developing and delivering a graduate course for both a distance course and a traditional classroom course. Results show that the distance course did require more time, but suggests hypotheses for future comparative analysis that time may partially depend on instructor experience and institutional…

Proposes a model for the transformation of academic equivalency in distance education, shifting from a unit of measurement that relies on time in the classroom to one that focuses on learner achievement. Explains how the Capabilities-Based Educational Equivalency (CBEE) model permits the comparison of student achievement in face-to-face and…

Discussion of critical thinking in distance education focuses on a study that investigated graduate students' satisfaction and perception of opportunities for critical thinking in distance education courses that utilized a two-way audio and video system. Results show students had positive perceptions of the interactive technology, their…

This article examines the concept of "care" and how it relates to pharmacy. Five areas from a cross-discipline review of the literature are presented: the definition of care, care as behavior, the relationship of caring behaviors to health, the relationship of caring behaviors to outcomes, and the teaching of caring behaviors. (Author)

Pathography is defined as a personal account of illness written by the patient, a friend or relative. The authors advocate the use of patient pathography as an additional or alternative teaching tool for the medical history record. (Author/JM)

A national survey conducted in 1997-1998 evaluated the current and anticipated future emphasis of chemistry-related content in the professional pharmacy curriculum, the credentials of the teaching faculty, and pedagogical methods used to deliver the content. Thirty-three schools or colleges of pharmacy participated. (Author)

This study indicates that most pharmacy programs utilize academic and nonacademic admission information sources and that they feel they are meeting the adopted American Council of Pharmaceutical Education Guideline 16.3 which requires that pharmacy programs use other than academic information sources in the admission process. (Author/JM)

This paper describes the structure, content and requirements of the service-learning component of first professional year pharmacy students. It also provides excerpts from student reaction logs describing their experiences. (Author)

To determine the effects of a service-learning experience, first year pharmacy students were surveyed on their perceptions regarding: (1) cultural diversity, the elderly, the poor, and the disabled; (2) community service and social support; and (3) their service learning assignment. The experience positively impacted their perceptions regarding…

The first six courses of this online program successfully increased participants' knowledge and perceived preparedness to provide pharmaceutical care. This success provided the stimulus for the development of the entire online Doctor of Pharmacy program. Participants felt that the online program facilitated more active and enhanced learning and…

This paper describes the training of first-year students in technical skills by students in the second year of a laboratory course. The authors conclude that peer teaching is a very useful teaching method for reinforcing technical skills and providing better instructor-student ratios in the laboratory. (Author)

The authors describe and evaluate quality assessment methods in a health care course that utilized web technology and various active learning strategies. The course was judged successful by student performance, evaluations and student assessments. The instructors were pleased with the outcomes achieved and the educational pedagogy used for this…

Results of a survey of the 81 colleges of pharmacy affiliated with the American Association of Colleges of Pharmacy regarding requirements of physics in the pre-pharmacy curriculum are presented. The author concludes that colleges that do not currently require a course in physics in their pre-pharmacy curriculum should consider adding one. (Author)

This discusses an educational strategy designed to create a means for students to connect skills introduced in a course sequence during their second professional year with an evaluative Doctor of Pharmacy project conducted later in the curriculum. (Author)