Incorporating online teaching in an introductory pharmaceutical practice course: a study of student perceptions within an Australian University

objectives: to examine student perceptions regarding online lectures and quizzes undertaken during a pharmaceutical practice course for first year undergraduate students enrolled in the bachelor of pharmacy course at an australian university. methods: the university uses a standard instrument to collect feedback from students regarding unit satisfaction. data were collected for three different teaching modalities: traditional face-to-face, online and partially online. results: descriptive statistics support that, from a student's perspective, partial online delivery is the preferred teaching methodology for an introductory pharmaceutical practice unit. conclusion: this study has served to highlight that while there are a few points of significant difference between traditional and online teaching and learning, a combination of the two provides a reasonable avenue for teaching exploration. this result has implications for teaching practice generally, and within the pharmacy discipline, specifically.