Abstract
Objectives: To evaluate the performance and learning parity between campus and Web students enrolled in required medicinal chemistry courses. Methods: The instructors established an activity grid for the 2 courses. Learning objectives were identified for each activity and measurable approaches to their accomplishment were articulated. Formative course evaluations were analyzed for common themes. Results: The student cohorts performed at comparable levels on examinations and in-class assessments. Significant differences between cohorts were noted on weekly pre-class quiz performance, case presentations, and final grades. No significant relationship was observed between course delivery and letter grade. However, a difference in letter grade distribution was observed between cohorts in both the fall and spring semesters. The educational mentor used in the Web pathway contributed to performance parity for those students. Similar themes were observed upon analysis of the formative course evaluation. Implications: The instructional methods employed resulted in partial performance parity between campus and Web medicinal chemistry students. Modifications were made to enhance opportunities for both learning and performance parity in subsequent course offerings.