Although the number of distance learning courses and programs has grown exponentially in higher education, adoption has been slower within health professions education (Hunter et al., 2003; Lahaie, 2007). Health professions education encompasses the preparation of graduates for the professions of dentistry, nursing, medicine, and pharmacy, and the allied health professions that include clinical psychology, physical therapy, occupational therapy, and speech-language pathology. In particular, distance learning has been infrequently used for degree programs that prepare graduates to enter a health profession (Council for Higher Education Accreditation, 2002). Although this has been attributed to curricular requirements such as clinical training and professional socialization, health professions educators have also expressed concerns about quality and the demands on their time (Hunter et al., 2003; Andrews and Demps, 2003; Lahaie, 2007). Health professions educators have more readily adopted distance teaching and learning methods in programs that provide working healthcare professionals with advanced degrees, training, and continuing education (Learn, 1994; Curran, 2006; Long, 2007; Billings, 2007). These methods have also been more willingly implemented within courses that are part of a campus-based curriculum leading to a professional degree (Hunter et al., 2003; Andrews & Demps, 2003; Ruiz, 2006).<br /><br />For more information regarding the Pharm.D. distance learning curriculum at the University of Florida, please visit: <a href='http://pharmd.distancelearning.ufl.edu' target='ufl'>http://pharmd.distancelearning.ufl.edu</a>
Evaluation of the Joint Master of Health Professions Education: A Distance Learning Program between Suez Canal University, Egypt, and Maastricht University, The Netherlands
