Journal of Science Education and Technology

, Volume 22, Issue 4, pp 522–528 | Cite as

A Comparison of Live Classroom Instruction and Internet-Based Lessons for a Preparatory Training Course Delivered to 4th Year Pharmacy Students

  • Wesley Nuffer
  • Jodi Duke


To compare the effectiveness of an internet-based training series with a traditional live classroom session in preparing pharmacy students to oversee a diabetes management program in community settings. Two cohorts of students were identified that prepared by utilizing a recorded online training exclusively, and two separate cohorts of students prepared by receiving only live classroom instruction. All students in the four cohorts were given a survey to evaluate the training sessions, and results were analyzed using the analysis of variance statistical test (ANOVA). Preceptors at the sites who interacted with students in all four cohorts were surveyed to evaluate which students appeared more prepared; these data were compared using paired t tests. Final assessment data for students in all four cohorts were analyzed using ANOVA. There were statistical differences between the two live training groups, with the second group finding the training to be more beneficial for preparing them, feeling the training length was appropriate and preferring the live modality for delivery. The two internet training cohorts were similar except for perceptions regarding the length of the online training. Comparing responses from those students who received live training with those receiving internet instruction demonstrated a statistical difference with the live groups rating the trainings as more helpful in preparing them for the clinics, rating the training as necessary, and rating their confidence higher in seeing patients. Preceptors rated the live training statistically higher than online training in preparing students. There was no difference between groups on their final site assessments. Live classroom training appears to be superior to the recorded internet training in preparing pharmacy students to oversee a diabetes management program in community settings.


Pharmacy students Internet education Teaching Classroom 


  1. Bonwell CC, Eison JA (1991) Active learning: creating excitement in the classroom. School of Education and Human Development, George Washington University, WashingtonGoogle Scholar
  2. Cook DA, Levinson AJ, Garside S, Dupras DM, Erwin PJ, Montori VM (2008) Internet-based learning in the health professions: a meta-analysis. JAMA 300(10):1181–1196CrossRefGoogle Scholar
  3. Hernandez SR, Shewchuk R (2008) Online education. J Health Adm Educ 25(4):269–271Google Scholar
  4. Mabrouk PA (2007) Active learning: models from the analytical sciences. American Chemical Society, Washington, DCCrossRefGoogle Scholar
  5. McCown LJ (2010) Blended courses: the best of online and traditional formats. Clin Lab Sci 23(4):205–211Google Scholar
  6. Novak GM (1999) Just-in-time teaching: blending active learning with web technology. Prentice-Hall, Inc., Upper Saddle River, NJGoogle Scholar
  7. Nuffer W, McCollum M, Ellis SL, Turner CJ (2012) Further development of pharmacy student-facilitated diabetes management clinics. Am J Pharm Educ 76(3):50CrossRefGoogle Scholar
  8. Pai VB, Kelley KA, Bellebaum KL (2009) A technology-enhanced patient case workshop. Am J Pharm Educ 73(5):86CrossRefGoogle Scholar
  9. Ried LD (2011) A distance education course in statistics. Am J Pharm Educ 74(9):172CrossRefGoogle Scholar
  10. Sivamalai S, Murthy SV, Gupta TS, Woolley T (2011) Teaching pathology via online digital microscopy: positive learning outcomes for rurally based medical students. Aust J Rural Health 19(1):45–51CrossRefGoogle Scholar
  11. Smith AC, Stewart R, Shields P, Hayes-Klosteridis J, Robinson P, Yuan R (2005) Introductory biology courses: a framework to support active learning in large enrollment introductory science courses. Cell Biol Educ 4(2):143–156CrossRefGoogle Scholar
  12. The Sloan Consortium (2012) Effective practices sorted by pillar: learning effectiveness. Accessed 03–19–12, 2012
  13. Turner CJ, Ellis S, Giles J et al (2007) A strategy to develop advanced pharmacy practice experiences. Am J Pharm Educ 71(3):46CrossRefGoogle Scholar
  14. Wistia (2012) Does length matter? It does for video! Accessed 23 May 2012
  15. Yom YH (2004) Integration of internet-based learning and traditional face-to-face learning in an RN-BSN course in Korea. Comput Inform Nurs 22(3):145–152CrossRefGoogle Scholar

Copyright information

© Springer Science+Business Media, LLC 2012

Authors and Affiliations

  1. 1.Department of Clinical Pharmacy, C238-V20 Pharmacy and Pharmaceutical SciencesUniversity of Colorado Skaggs School of Pharmacy and Pharmaceutical Sciences University of Colorado Anschutz Medical CampusAuroraUSA

Personalised recommendations