To examine student perceptions regarding online lectures and quizzes
undertaken during a pharmaceutical practice course for first year
undergraduate students enrolled in the Bachelor of Pharmacy course
at an Australian University. Methods: The University uses a standard instrument
to collect feedback from students regarding unit satisfaction.
Data were collected for three different teaching modalities: traditional
face-to-face, online and partially online. Results: Descriptive statistics support that,
from a student's perspective, partial online delivery is the preferred
teaching methodology for an introductory pharmaceutical practice
unit. Conclusion: This study has served to highlight
that while there are a few points of significant difference between
traditional and online teaching and learning, a combination of
the two provides a reasonable avenue for teaching exploration.
This result has implications for teaching practice generally,
and within the pharmacy discipline, specifically.