About this paper

Appears in:
Pages: 1037-1043
Publication year: 2012
ISBN: 978-84-615-5563-5
ISSN: 2340-1079

Conference name: 6th International Technology, Education and Development Conference
Dates: 5-7 March, 2012
Location: Valencia, Spain

CONTINUING A TRADITION OF EXCELLENCE – LESSONS LEARNED FROM TEN YEARS OF PROVIDING A DOCTOR OF PHARMACY CURRICULUM IN A DISTANCE CAMPUS ENVIRONMENT

J. Williams, C. Motycka, S. Normann

University of Florida (UNITED STATES)
Intent:
Outline methods used to implement the Doctor of Pharmacy curriculum in three new distance campus environments utilizing technology and facilitator faculty. Review assessment strategies used to evaluate program and curricular outcomes.

Process:
To successfully implement a distance campus program with a blended model approach, many strategies must be developed and implemented to achieve success. Technology must be evaluated, selected, piloted and continuously improved. Options for faculty extenders must be investigated and incorporated into the program. At the University of Florida, program implementers used a course based approach to plan for the implementation of the curriculum as each semester of the curriculum was rolled out at the distance campuses. Different models were developed for courses that were purely lecture based, courses that were purely interactive, and courses that utilized a blend of lecture material and interactive sessions. The lecture based model relies heavily on technology while the purely interactive and blended models rely heavily on both technology and faculty facilitators. Assessment strategies were implemented from the beginning of the new program and have been adjusted and enhanced over the years.

Outcomes:
A course liaison system was developed to aid in information gathering and dissemination. Technology was used extensively in delivering the lecture content to all campuses. Faculty facilitators lead a large percentage of the interactive sessions on the distance campuses. Assessment parameters continue to show no difference in educational outcomes between students at the original campus and students at the three distance campuses.
Implications: Strategies used and lessons learned while implementing the entry level Doctor of Pharmacy curriculum will be outlined. As the curriculum continues to evolve and active learning strategies are incorporated further, the distance campus model must be ready to use the available technology and faculty facilitators to implement those changes.
@InProceedings{WILLIAMS2012CON,
author = {Williams, J. and Motycka, C. and Normann, S.},
title = {CONTINUING A TRADITION OF EXCELLENCE – LESSONS LEARNED FROM TEN YEARS OF PROVIDING A DOCTOR OF PHARMACY CURRICULUM IN A DISTANCE CAMPUS ENVIRONMENT},
series = {6th International Technology, Education and Development Conference},
booktitle = {INTED2012 Proceedings},
isbn = {978-84-615-5563-5},
issn = {2340-1079},
publisher = {IATED},
location = {Valencia, Spain},
month = {5-7 March, 2012},
year = {2012},
pages = {1037-1043}}
TY - CONF
AU - J. Williams AU - C. Motycka AU - S. Normann
TI - CONTINUING A TRADITION OF EXCELLENCE – LESSONS LEARNED FROM TEN YEARS OF PROVIDING A DOCTOR OF PHARMACY CURRICULUM IN A DISTANCE CAMPUS ENVIRONMENT
SN - 978-84-615-5563-5/2340-1079
PY - 2012
Y1 - 5-7 March, 2012
CI - Valencia, Spain
JO - 6th International Technology, Education and Development Conference
JA - INTED2012 Proceedings
SP - 1037
EP - 1043
ER -
J. Williams, C. Motycka, S. Normann (2012) CONTINUING A TRADITION OF EXCELLENCE – LESSONS LEARNED FROM TEN YEARS OF PROVIDING A DOCTOR OF PHARMACY CURRICULUM IN A DISTANCE CAMPUS ENVIRONMENT, INTED2012 Proceedings, pp. 1037-1043.
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