Effect of distance, mixed and face-to-face learning on pharmacy students’ performance in Biochemistry in Ukraine

Abstract

The study of the academic progress in Biological Chemistry in the students of the Faculty of Pharmacy during distance, mixed, and face-to-face learning was conducted to determine the students' levels of perception of distance learning technologies. The results of the qualification exam (n=225) in 2018-2021 were compared in terms of absolute academic progress, quality of knowledge, training levels, and grades using one-way ANOVA. 95% of the students took part in a voluntary survey in the form of an anonymous questionnaire. There is a statistically significant difference in the academic progress of the students in mixed and distance learning programs. Despite the influence of the form of learning on the student's academic progress, the proportion of the effect of the form of learning on the progress is small and amounts to about 5%. 56.4% of the surveyed students mentioned a lack of live communication with the teacher, limited “teacher-student” contacts during online classes, and permanent limitations of feedback, which created psychological discomfort in the process of distance teaching. The study emphasized the importance of cognitive function development in the students during distance learning. Further monitoring of the student's academic progress will help to optimize distance learning in pharmaceutical education.