Yukinori Nagakura, Fumiko Yamaki, Hiroshi Saimaru, Kou Hiroya, Koji Ichinose
Currents in pharmacy teaching & learning 18(11) 102728-102728 2026年6月24日 査読有り筆頭著者責任著者
INTRODUCTION: In Japanese pharmacy education, success on the National Pharmacist Examination is a key objective. This study evaluated learning gain across face-to-face, mixed-attendance, and live online participation patterns in a four-month HyFlex National Pharmacist Examination preparation course under controlled conditions. METHODS: Sixth-year pharmacy students at Musashino University, Tokyo, Japan, participated in a four-month HyFlex course and chose their attendance mode for each session. Students with ≥90% attendance who completed the pre- and post-course examinations were classified as face-to-face (≥75% in-person attendance), live online (≥75% online attendance), or mixed-attendance (<75% in either modality). Learning gain was defined as the post-course examination correct-answer rate (%) minus the pre-course examination correct-answer rate (%). RESULTS: The overall cohort (n = 208) showed a learning gain of 16.9 ± 0.5%. Learning gain was 20.2 ± 1.2% in the face-to-face group (n = 23), 16.4 ± 0.8% in the mixed-attendance group (n = 41), and 16.5 ± 0.6% in the live online group (n = 144). Learning gain tended to be higher in the face-to-face group than in the mixed-attendance group (p = 0.061; d = 0.736) and was higher than in the live online group (p = 0.028; d = 0.546), whereas the mixed-attendance and live online groups showed nearly identical learning gain (p = 0.998; d = 0.010). CONCLUSIONS: These findings support the educational value of HyFlex as a flexible learning environment. Face-to-face participation was associated with greater learning gain than live online participation, whereas mixed-attendance and live online participation showed similar learning gain.