Evaluating the use of lecture recordings and their impact on exam performance for PharmD students

Abstract

Specific Aims: To quantitatively measure the relationship between students’ final grades and Panopto time streamed, times accessed, and days accessed during the year for Self-Care Therapeutics (PHPR 812) and Pharmacotherapeutics I (PHPR 860A). Secondarily, evaluate the correlation between each students’ individual exam grades and the number of times Panopto was accessed 4 days before each exam. Methods: This descriptive, observational, retrospective study for the 2021-2022 school year collected de-identified Panopto usage reports of first-year pharmacy students at the University of Arizona College of Pharmacy, along with final course grades and individual exam grades for PHPR 812 and PHPR 860A. The Pearson correlation coefficient (r) was used to measure the relationship between Panopto use and academic performance with r>0.8 or <-0.8 as unremarkable. A p-value <0.05 was considered statistically significant. Results: There were 144 students in PHPR 812 and 140 students in PHPR 860A included in the analysis. There was a statistically significant weak correlation between the number of times Panopto was accessed for PHPR 860A and the final course grade (r = -0.19, p=0.03). Exams 2 and 3 for PHPR 812 also showed statistically significant weak correlations between the number of times Panopto was accessed within 4 days of the exams and the exam grades (r = 0.2, p = 0.01; r = 0.23, p = 0.01). Conclusions: Panopto use was neither associated with benefit nor harm to students’ final class and individual exam grades. The days accessed prior to each exam also demonstrated no established relationship.