Presented By: Stephanie Richardson, Baylor College of Medicine
Co-Authors: Peter Boedeker, Baylor College of Medicine
Munder Zagaar, Baylor College of Medicine

Purpose 
This study delves into student preferences for asynchronous versus synchronous pharmacology sessions within a Physician Assistant Program during the 2023-2024 academic year. Despite the enduring shift to asynchronous learning prompted by the COVID-19 pandemic, it remains uncertain whether maintaining this format post-pandemic holds advantages. To discern the nuances between synchronous and asynchronous instruction, and their impacts on time commitments and learning approaches, we conducted a survey among 40 Physician Assistant students enrolled in the Fall 2023 Pharmacology I course. 

Methods 
Students participated in a survey comprising 17 Likert-scaled items and open-ended response prompts. The survey aimed to explore preferences and perceptions concerning asynchronous, synchronous, and Zoom sessions. Students provided feedback on the time required to grasp content, challenges in managing diverse time requirements, and the effectiveness of combining asynchronous and synchronous sessions in their learning and assessment. 

Results 
With an 87.5% response rate (35 students), the majority strongly agreed (45.71%, n=16) and agreed (31.43%, n=11) that synchronous sessions helped structure their study routines better. Furthermore, an aggregate of students (82.85%, n=29) expressed agreement that real-time interactions during synchronous sessions significantly enriched their learning experience. Students' open-ended responses favored synchronous sessions, highlighting advantages in managing personal and academic commitments, establishing study routines, enhancing comprehension, and enriching the overall learning experience. Conversely, attitudes towards asynchronous sessions were less favorable due to the lack of real-time interaction, increased time investment, and difficulties in grasping crucial concepts without immediate guidance. 

Conclusions 
Students from the Pharmacology I course strongly preferred synchronous sessions, emphasizing the value of authentic interactions, whether in-person or via virtual platforms. While sessions can be recorded for future access, students favor formats that facilitate dynamic discussions with peers and facilitators, emphasizing the importance of interaction in driving the learning process. This insight will enhance the ongoing development of our educational programs.