Haworth, Brian T. Sutch, Rebecca M. Romero Objectives To evaluate faculty-led discussion meetings (with about eight students) conducted face-to-face (in-class) or by synchronous, real-time videoconference (online), in a biopharmaceutics course taught in a facilitated problem-based learning (PBL) format. Methods Three methods were used to compare in-class versus online discussion sessions for two semesters. The first method involved three parameters that measured the quality of interactions between faculty (facilitator) and student (Fc–St), participation of students in the discussions (Par), and student–student interactions (St–St). The second method assessed student’s perceptions of the discussions with surveys. The third method mapped the interactions (a sociogram) between faculty (facilitator) and students in a discussion. Results There were significantly lower scores for Par and St–St (P < 0.05)>

Physical aim and pharmacology regarding curcumin

Guide ChapterAsma Este-Magboub ,Pornchai Rojsitthisak, Chawanphat Muangnoi, Wisut Wichitnithad, Rebecca Yards. (suite…)