The effects of synchronized distance education on anxiety, depression, and academic achievement in first year doctor of pharmacy students in an accelerated curriculum

• Published in: Currents in pharmacy teaching and learning Vol. 4; no. 4; pp. 285 - 291
• Main Authors: Massey, Scott, Lee, Louise, White, Susan, Goldsmith, Carroll-Ann W.
• Format: Journal Article
• Language: English
• Published: Elsevier Inc 01-10-2012
• Subjects: Academic achievement; Anxiety; Depression; Pharmacy curriculum; Synchronized distance education; Academic achievement; Depression; Anxiety; Synchronized distance education; Pharmacy curriculum
• ISSN: 1877-1297; 1877-1300
• DOI: 10.1016/j.cptl.2012.05.005

To compare depression, anxiety, and academic achievement in a pilot study of two cohorts of first year doctor of pharmacy students in an accelerated curriculum, one receiving the majority of class content via synchronized distance education, the other via traditional delivery (TD).
Depression and anxiety were measured using Beck Depression Inventory-II and Brief Symptom Inventory-18 surveys at the beginning and end of students' fall and spring trimesters and at the end of the summer trimester. Academic achievement was measured by final course averages across the curriculum.
Depression, anxiety, and academic achievement were not significantly different between synchronized distance education and TD cohorts. Depression scores for all students significantly increased during each trimester and over the academic year.
No significant differences in depression, anxiety, or academic success were found between synchronized distance education and TD students. All students experienced significant increases in depression over time, regardless of mode of instruction.