Content area
The objectives of this research were to (1) develop and evaluate a series of computer-assisted instruction modules in self-care pharmacy practice which utilize the Guided Design instructional format, (2) determine if any differences in achievement exist between students using the computer-assisted modules and students using printed Guided Design modules, (3) compare the impact of the two format types on student attitudes toward the instruction and toward computers, and (4) determine if any differences in instructional efficiency exist between the two format types.
A total of 14 computer-assisted Guided Design modules were developed for comparison to traditional, print-based versions of the same exercises in a two credit-hour elective course. The course, "Problem Solving in Self-Care Pharmacy Practice," was implemented with 20 fourth-year pharmacy students in January, 1990. Each student was randomly assigned to work with four other students on course exercises. Each student group completed seven traditional print-based Guided Design modules and seven modules using the computer-assisted format in crossover fashion.
Student entry knowledge of course content and attitudes toward computers were measured at the beginning of the course. Throughout the semester, students were able to master the content and behaviors specified in the course objectives regardless of the Guided Design format type. A second assessment of student attitudes toward computers obtained after completion of all 14 Guided Design modules demonstrated no significant change in computer attitudes over the course of the semester.
Student evaluations of the course obtained at midterm and near the end of the semester indicated a general student preference for the traditional, print-based Guided Design exercises over the computer-assisted modules. These evaluations also identified several aspects of the computer-assisted Guided Design format that were appealing to the students and included specific suggestions for improvement of computer-assisted modules.
Measures of instructional efficiency obtained throughout the semester indicated no significant differences in module completion time or instructor time required to facilitate instruction across the two Guided Design formats. However, the computer-assisted Guided Design format did reduce the instructor time required to distribute instructional materials to the students.
Results of this research suggest that the computer-assisted Guided Design form holds potential as an effective alternative to print-based Guided Design exercises for the development of problem solving skills in undergraduate pharmacy students.