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Leveraging Learning Technologies for Collaborative Writing in an Online Pharmacotherapy Course
ARTICLE

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Distance Education Volume 33, Number 1, ISSN 0158-7919

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[TM] and Google Sites[TM]) 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. (Contains 4 tables and 3 figures.)

Citation

Pittenger, A.L. & Olson-Kellogg, B. (2012). Leveraging Learning Technologies for Collaborative Writing in an Online Pharmacotherapy Course. Distance Education, 33(1), 61-80. Retrieved June 25, 2019 from .

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