Course Model Redesign for Continuity of Instruction

2022 ◽  
pp. 118-138
Author(s):  
Elizabeth A. Sheaffer ◽  
Katie Boyd ◽  
Cheryl D. Cropp
Keyword(s):  
Interprofessional Education ◽  
Pharmacy Practice ◽  
Course Delivery ◽  
Direct Patient Care ◽  
Delivery Methods ◽  
Education Assessment ◽  
Practice Experience ◽  
Course Delivery Methods ◽  
The University ◽  
Academic Year

The purpose of the chapter is to illustrate instructional models that were implemented by Samford University McWhorter School of Pharmacy to comply with COVID-19 social distancing restrictions. While the second half of Spring 2020 was completely online (statewide shutdown), the university remained open in a hybrid manner for the 2020-21 academic year. There are three sections in the chapter: didactic, interprofessional, and advanced pharmacy practice experiences. The didactic section discusses course delivery methods and active learning, office hours, remote testing, student feedback, and contingency planning. The interprofessional section illustrates some of the school's synchronous and asynchronous interprofessional learning activities before and during the COVID-pandemic, as well as interprofessional education assessment methods. The last section of the chapter discusses how advanced pharmacy practice experience “direct patient care” was redefined, examples of the experiences, and contingency plans that were put into place to ensure on-time graduation for the classes of 2020 and 2021 pharmacy students.

The Master’s in Library and Information Studies Program via Distance at the University of Wisconsin-Madison

2013 ◽  
pp. 222-228
Author(s):  
Debra Shapiro
Keyword(s):  
Public Library ◽  
Course Delivery ◽  
Delivery Methods ◽  
Web Based ◽  
University Of Wisconsin ◽  
Library And Information Studies ◽  
Information Studies ◽  
History Of ◽  
Course Delivery Methods ◽  
The University

A narrative history of the development of the online Master’s degree at the University of Wisconsin-Madison, School of Library and Information Studies (SLIS), from its inception in collaboration with an Illinois public library system, to its current, fully online iteration is given. In addition, course delivery methods, from videoconferencing to Web-based methods, are outlined, and other details of the program are described.

Contextualizing Social Presence and Learner Identity Through the Lens of Moore's Theory of Transactional Distance

2021 ◽  
pp. 1-15
Author(s):  
Michael Marmon
Keyword(s):  
Online Education ◽  
Student Satisfaction ◽  
Social Presence ◽  
Online Courses ◽  
Course Delivery ◽  
Transactional Distance ◽  
Delivery Methods ◽  
Learner Identity ◽  
Face To Face ◽  
Course Delivery Methods

Online education has become a ubiquitous and convenient method by which to complete courses at institutions of higher education across the globe. To achieve this level of parity between course delivery methods (online or face-to-face), the instructor or course designer must understand the complex relationship between the technology and instructional design theories being leveraged in these contexts. Within the context of this chapter, these barriers manifest themselves within Moore's Theory of Transactional Distance, a theory which states that the transactional distance between stakeholders (whether it is instructor-learner or learner-learner communication) has the potential to obstruct the path for comprehending the information being presented as well as influencing the level of rapport between students. This chapter examines the obstacles that are present because of Moore's Theory of Transactional Distance and the influence that social presence has on learners in online courses from the perspective of student satisfaction and positive learning outcomes.

scholarly journals (140) Survey of Student Perceptions for Course Delivery Methods

HortScience ◽  
2005 ◽  
Vol 40 (4) ◽  
pp. 1043C-1043 ◽  
Author(s):  
Kimberly K. Moore ◽  
George E. Fitzpatrick ◽  
Jane E. Slane
Keyword(s):  
Student Perceptions ◽  
Interactive Video ◽  
Delivery Methods ◽  
University Of Florida ◽  
Bachelor Of Science ◽  
Fort Lauderdale ◽  
Course Work ◽  
Course Delivery Methods ◽  
Research And Education ◽  
The University

The University of Florida College of Agriculture and Life Sciences offers the Bachelor of Science degree program in Environmental Horticulture at the Fort Lauderdale Research and Education Center (FLREC). Instructors at the FLREC deliver course work and course work is also presented using a variety of distance education (DE) technologies. These DE technologies include interactive video conferencing, videotape, and web-based courses. The question often arises as to how many courses should be delivered using DE versus live onsite instruction. This survey was conducted to ascertain how students perceive the quality of education they are receiving using a mixture of delivery methods.

Creation of a certification requirement for pharmacists in direct patient care roles

2017 ◽  
Vol 74 (19) ◽  
pp. 1584-1589 ◽  
Author(s):  
David R. Hager ◽  
Katherine J. Hartkopf ◽  
Sara M. Koth ◽  
Steven S. Rough
Keyword(s):  
Health System ◽  
Patient Care ◽  
Pharmacy Practice ◽  
Direct Patient Care ◽  
Organizational Goals ◽  
University Of Wisconsin ◽  
Definition Of ◽  
The University ◽  
Ongoing Support ◽  
Certification Requirement

Abstract Purpose Steps taken by a large health system to require certification for all pharmacists in direct patient care roles are detailed. Summary Major supply chain changes and rising payer expectations are reshaping pharmacy practice, resulting in expanded responsibilities for pharmacists and a heightened need for certification in specialized practice areas. In response, the pharmacy leadership team at UW Health, the integrated health system of the University of Wisconsin–Madison, used an iterative process and a “rolling” FAQ format to develop and implement a certification requirement. Key decisions during the process included decisions to accept only rigorous certifications (mainly those offered by the Board of Pharmacy Specialties), to provide institutional support for continuing education–based recertification, and to use an accepted definition of direct patient care in determining which pharmacists need to be certified. The team obtained the support of the UW Health human relations department by drafting a policy and rewriting all pharmacist position descriptions to incorporate the certification requirement. An all-pharmacist forum was held to build staff commitment. As a result of the requirement, 73 pharmacists were required to obtain certification by 2018 at a total cost to UW Health of $44,000; ongoing support of certification maintenance will cost an estimated $40,000 per year. Conclusion Health systems can be successful in establishing uniform certification expectations for pharmacists in direct patient care roles, even across diverse practice settings, by aligning expectations with organizational goals.

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