Impact of distance learning using videoconferencing technology on student performance

Objectives. To compare outcomes of distance education using interactive videoconferencing vs on-site education in pharmacotherapy courses. Methods. Four third-year required pharmacotherapy courses ( Integumentary, Bone and Joint Disorders, Neurology, and Psychiatry) were offered locally (Amarillo, Tex) and at a distance ( Lubbock, Tex, and Dallas, Tex) by interactive videoconferencing. To assess if students at distant sites are at a disadvantage, grade point averages (GPAs) before course enrollment and final grades attained were compared among all sites using one-way ANOVA. Results. Seventy-eight students were enrolled; 32 local ( Amarillo) and 46 distant ( Lubbock, n = 19; Dallas, n = 27). There were no significant differences in mean GPA before fall semester (precourse) enrollment ( Amarillo = 83.5, Lubbock = 83.0, Dallas = 83.0; p = 0.91). There were no significant differences in student performance in the pharmacotherapy courses between local and distant sites ( p> 0.05 for all comparisons). Student performance in each course correlated with GPA. Conclusions. There was no difference in learning outcomes in pharmacotherapy courses between local and distant students using videoconferencing.