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An Online, Self-directed Pharmacy Bridging Course for Incoming First-Year Students.

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This summary is machine-generated.

An online bridging course significantly improved foundational knowledge for struggling pharmacy students. This program identified students needing support and correlated with higher first-quarter pass rates.

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Area of Science:

  • Pharmacy Education
  • Academic Support Programs

Background:

  • Incoming Doctor of Pharmacy (PharmD) students often struggle with foundational knowledge in crucial science and math areas.
  • Early identification of students needing academic support is vital for their success in rigorous pharmacy curricula.

Purpose of the Study:

  • To assess the short-term effectiveness of an online bridging course in enhancing PharmD students' knowledge.
  • To determine if the course improves foundational knowledge in physiology, biochemistry, math, and medical terminology.
  • To evaluate the course's role in identifying students requiring additional academic assistance.

Main Methods:

  • An assessment was given to 180 first-year PharmD students during orientation.
  • Students scoring below 70% (N=137) completed a 10-module online bridging course.
  • Post-course and end-of-quarter assessments evaluated knowledge acquisition, retention, and correlation with course performance.

Main Results:

  • Bridging course participants showed a significant increase in assessment scores (53% to 76%).
  • Course completion was linked to greater score improvements compared to nonparticipants.
  • Higher post-bridging course assessment scores correlated with successful first-quarter course pass rates.

Conclusions:

  • The online bridging course effectively improved knowledge acquisition for at-risk PharmD students.
  • The course serves as an early identification tool for students needing academic support.
  • This intervention positively impacts student preparedness and academic success in the PharmD program.