Using the HyFlex model to deliver a capstone seminar course

INTRODUCTIONThe HyFlex course structure allows students to attend class in-person or via synchronous videoconferencing technology. This model has been described, but no data are available in pharmacy curricula. METHODSStudents enrolled in Grand Rounds (GR) were eligible. The GR Engagement Assessment...

Full description

Saved in:

Bibliographic Details
Published in:	Currents in pharmacy teaching and learning 2022-09, Vol.14 (9), p.1109-1115
Main Authors:	Buatois, Emily M., Akunna, Adebola A., Bailey, Trista, Coomer, Tiffany N., Putnam, William C., Hall, Ronald G., Pass, Steven E., MacLaughlin, Eric J.
Format:	Article
Language:	eng
Online Access:	Get full text
Tags:	Add Tag No Tags, Be the first to tag this record!

Description
Summary:	INTRODUCTIONThe HyFlex course structure allows students to attend class in-person or via synchronous videoconferencing technology. This model has been described, but no data are available in pharmacy curricula. METHODSStudents enrolled in Grand Rounds (GR) were eligible. The GR Engagement Assessment Tool (GREAT) measured engagement three times during the semester. Eighteen statements across four domains were rated using a five-point Likert scale (1 = not true at all and 5 = completely true). Free-text responses were collected for qualitative analysis. The primary outcome was the difference in GR engagement between students attending in-person vs. remotely. Descriptive statistics were used for demographic information. Wilcoxon rank-sum tests compared Likert-scale responses between in-person and remote attendance. RESULTSSurveys included 128 responses from 88 unique students. There were no differences between remote and in-person attendance for the boredom and elaboration domains. In-person students reported listening more intently (median 4, IQR [3,4]; P = .03). In-person students felt the material was more practical (median 4, IQR [4,5]) than remote students (median 4, IQR [3,4]; P = .002) and more applicable to other situations (median 3, IQR [3,5]) than remote students (median 3, IQR [2,4]; P = .04). Qualitative analysis of the entire cohort demonstrated five themes for satisfaction: safety, flexibility, convenience, technology, and professionalism. CONCLUSIONSThere were subtle differences in student engagement or satisfaction using the HyFlex model. This study supports the expansion of this methodology to similar courses where remote instruction is needed.
ISSN:	1877-1297 1877-1300