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Links to these archived undergraduate recorded lectures are uploaded to the PharmD Blackboard? (course management) website to accompany posted handouts. The part-time PharmD students access this collection and other resources, assignments, and assessments that course coordinators have further tailored to account for the practice experiences of these students. They may review content at their convenience and control the quantity they consume at any given time (within the constructs of a guiding schedule set out at the start Thalidomide of the semester by each course coordinator). Synchronous exercises (such as discussion boards) are also incorporated. Finally, the graduate students make monthly on-campus visits for faculty-led group sessions to complement web-based content and conduct certain live assessments. Instrument development A comprehensive review of available literature was conducted to identify the development or use of an instrument to evaluate the quality of a distance-based course. Electronic databases related to healthcare, education, and technology Ixazomib molecular weight were searched using predetermined key words or phrases. References of any retrieved articles were additionally hand-searched. Abstracts of unpublished studies were identified by scanning proceedings from relevant conferences. Predetermined search terms were also applied to a general Internet search using Google Scholar. Located tools were reviewed by three separate pharmacy educators who then selected the specific evaluation form to serve as our peer-review tool, or if none were deemed appropriate, the primary sources for development of our own instrument. Any items chosen for extraction to contribute to a compilation were determined by consensus. Course review Using the developed instrument, each course coordinator conducted: 1) a self-assessment of their blended-learning course(s) and 2) a blinded evaluation of at least one blended-learning Abiraterone nmr course of a peer. These internal self-review and peer-review processes were complemented by an external review by faculty with expertise in the delivery of distance-based courses from the University of Bath. Inter-rater reliability was calculated using Krippendorff alpha using the following benchmarks for observed coefficients: K