Evaluation of synchronous versus live instructional delivery methods on student academic outcomes and perceptions at a multi-campus school

Both campuses differed in their preference of instructional delivery methods. Though there was a higher examination score with the live cases, this could be due to the nature of the disease states tested and the small number of synchronously taught cases. Further evaluation of these delivery methods need to be done to confirm these results and to better utilize resources as multi-campus universities continue to grow.