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Blended versus face-to-face: comparing student performance in a therapeutics class

机译：混合与面对面：比较学生在理疗班的表现

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摘要

Therapeutics is a very complex subject for every pharmacy student, since it requires the application of knowledge from several other disciplines. The study of therapeutics is often done in case-based learning in order to promote reflective thinking and give a scenario as real as possible. The objective of this study was to compare student performance between face-to-face (n = 54) and blended learning (n = 56) approaches to the teaching of therapeutics. They can confirm that there are statistically significant differences (p <; 0.05) between the final exam scores from both groups, being that the b-learning group achieved higher scores. Blended learning seems to be an effective way to teach therapeutics, following pre-established teaching methods, and above all, does not negatively affect student performance. It also provides new learning environments and strategies, and promotes the development of new skills such as learning and collaborating online, which may be relevant in a networked knowledge society.
机译：对于每个药学专业的学生来说，治疗学都是一门非常复杂的学科，因为它需要应用其他学科的知识。疗法的研究通常是在基于案例的学习中进行的，以促进反思性思考并给出尽可能真实的场景。这项研究的目的是比较面对面（n = 54）和混合学习（n = 56）方法在治疗学教学中的学生表现。他们可以确认两组的期末考试成绩之间存在统计学上的显着差异（p <; 0.05），因为b学习组的成绩更高。遵循预先建立的教学方法，混合学习似乎是教授治疗方法的有效方法，最重要的是不会对学生的表现产生负面影响。它还提供了新的学习环境和策略，并促进了新技能的发展，例如在线学习和协作，这在网络知识社会中可能是重要的。

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