Leveraging learning technologies for collaborative writing in an online pharmacotherapy course

Research output: Contribution to journalArticlepeer-review

6 Scopus citations

Abstract

The purpose of this project was to evaluate the development and delivery of a hypertext case scenario document to be used as the capstone assessment tool for doctoral-level physical therapy students. The integration of Web-based collaborative tools (PBworks™ and Google Sites™) allowed students in this all-online course to apply their pharmacotherapy knowledge in a physical therapy patient scenario, while working with colleagues to determine the best route of patient care. Students developed digital writing skills imperative to a patient-centered, collaborative health-care field, and practiced evidence-based patient care. The findings demonstrate that the implementation of collaborative digital writing with a hypertext document case scenario assessment as the primary assessment tool in this online pharmacotherapy course delivered to doctoral-level physical therapy students is a feasible and effective educational strategy.

Original languageEnglish (US)
Pages (from-to)61-80
Number of pages20
JournalDistance Education
Volume33
Issue number1
DOIs
StatePublished - May 1 2012

Keywords

  • authentic assessment
  • collaborative digital writing
  • health professional
  • whole-task

Fingerprint Dive into the research topics of 'Leveraging learning technologies for collaborative writing in an online pharmacotherapy course'. Together they form a unique fingerprint.

Cite this