New research from Professor Elly Djouma and Associate Professor Ross O’Shea has found that attendance at pharmacology workshops is linked to academic achievement, regardless of delivery mode.
The study explored how different attendance modes influence academic outcomes in a third-year pharmacology subject, analysing data from more than 500 students across three years.
“Student engagement is widely recognised as a key factor in academic success, and attendance is often used as a measure of engagement,” explains Professor Djouma. “But few studies have compared academic outcomes for blended versus online classes running side-by-side.”
The researchers found a strong correlation between workshop attendance and test scores across both modes of delivery.
“We found that test marks and overall subject results were highly correlated with attendance regardless of mode of study.”
“Our findings demonstrate that flexible subject delivery in an introductory pharmacology subject can be effective in terms of academic performance, if student engagement and attendance are maintained.”
Feedback from students also emphasised the value of flexible learning options, allowing them to study at their own pace and in their preferred environment.
“The findings underscore the importance of maintaining student engagement in whichever mode they choose.”
Looking ahead, Professor Djouma and Associate Professor O’Shea plan to incorporate more interactive and adaptive learning tools to enhance flexibility and inclusivity.
“By continuously refining our approach and listening to student feedback, we aim to support even better academic outcomes and meet the diverse learning needs of our students.”
