Date of Award
2002
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Instructional Technology and Distance Education
Advisor
Peggy DuBose
Committee Member
Alicia Rojas
Committee Member
Candace Barnett
Keywords
active learning, assertiveness skills, block scheduling, CD-ROM technology, communication skills, course delivery, course redesign, Doctor of Pharmacy Program, educational technology, empathy skills, experimental research design, first-year Pharmacy course, higher education, hybrid courses, instructional design, instructional technology, medication counseling, new technologies, performance evaluation, Pharmacy, role-playing, skill-building activities, student performance, technology integration, True Experimental Posttest-Only Control Group Research Design, videotaped sessions
Abstract
The research question addressed by this study was: What were the differences in student performance of empathy and assertiveness skills that resulted from the application of the instructional design process with the subsequent inclusion of more active learning methodologies, skill-building application activities, and new technologies for course delivery? Prior to teaching the fall 2001 Communication Skills for Pharmacists, a first year Pharmacy course within a traditional Doctor of Pharmacy Program, the course was redesigned using the instructional design process. A Performance Evaluation Form, an instrument based on documented skill criteria, was utilized with a True Experimental Posttest-Only Control Group Research Design. Student performance of empathy and assertiveness skills in their medication counseling videotaped role-playing sessions of the fall 2001 class were evaluated and compared to the fall 1999 and fall 2000 student videotaped sessions. The results of the study reported that students in the redesigned 2001 course performed these skills, while the students in the fall 1999 and fall 2000 classes, prior to course redesign, did not perform these skills.