Laci M Gerhart, Christopher C Jadallah, Sarah S Angulo, Gregory C Ira
Teaching an experiential field course via online participatory science projects: A COVID-19 case study of a UC California Naturalist course
Ecology and evolution
study compares pharmacy students performance using facetoface ftf teambased learning tbl vs virtual tbl across multiple courses different academic levels accounting student demographic academic factors study included pharmacy students different academic levels p1p3 enrolled three didactic courses taught using ftf tbl virtual tbl multiple generalized linear models glms performed compare students performance individual readiness assurance tests irats team readiness assurance tests trats team application exercises tapps summative exams total course scores using ftf tbl vs virtual tbl adjusting students age sex race cumulative grade point average cgpa study involved total 356 pharmacy students distributed across different academic levels learning modalities p1 students ftf tbl n 26 virtual tbl n 42 p2 students ftf tbl n 77 virtual tbl n 71 p3 students ftf tbl n 65 virtual tbl n 75 p1 cohort virtual group higher irat trat scores lower tapp scores ftf tbl group significant differences summative exams total course scores p2 students virtual tbl group higher irat trat scores lower summative exam scores total course scores ftf tbl group significant differences tapp scores p3 student group virtual tbl group higher irat trat tapp summative exam total course scores ftf tbl group students performance virtual tbl vs ftf tbl pharmacy didactic curriculum varies depending course content academic year type assessment