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Faten Hamed^*✉ , Tarek Jinani , Nisreen Mourad , Dalal Hammoudi Halat , Mohammad Rahal

1. Department of Pharmaceutical Sciences, School of Pharmacy, Lebanese International University, Beirut, Lebanon.
2. Department of Pharmaceutical Sciences, School of Pharmacy, Lebanese International University, Beqaa, Lebanon.
3. Department of Academic Quality, QU Health, Qatar University, Doha, Qatar.

Abstract

The COVID-19 pandemic in 2020 prompted a rapid transition from classroom to remote learning in pharmacy education. This case study describes a remote learning model implemented for the Parenteral Dosage Forms course at Lebanese International University, School of Pharmacy. The model utilized Google Classroom as the learning platform, incorporating synchronous and asynchronous teaching; recorded interactive live meetings, and a practical session simulating parenteral technique demonstrations. Assessment methods included online exams, Objective Structured Practical Examinations (OSPE), and project presentations. A structured questionnaire was administered to 110 students to gather their experiences and perceptions. The majority of respondents reported positive experiences and satisfaction, with 92.27% considering the course to meet foundational knowledge, 89.77% acknowledging the acquisition of pharmaceutical care knowledge and essential practice elements, and 98.86% expressing satisfaction with their practical skills. Approximately 86.36% of students described the remote learning experience as good, while 5% expressed a preference for on-campus learning and practical exams. Overall, this remote learning model, accompanied by OSPE, effectively achieved the course's learning objectives and attained high student satisfaction. It offered a viable alternative for delivering practical courses during the challenges posed by the COVID-19 pandemic‎.

Keywords: Parenteral dosage form, Assessment, Remote learning, Student feedback, OSPE, COVID-19

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