Student Performance Outcomes and Perceptions in Two Content Areas in Conventional Versus Integrated Pharmacy...

Area of Science:

• Pharmacy Education
• Curriculum Development

Background:

• Pharmacy curricula are increasingly shifting towards integrated models.
• Evaluating the impact of integrated curricula on student performance and learning perception is crucial.

Purpose of the Study:

• To compare student performance and learning perceptions between conventional and integrated pharmacy curricula.
• To assess differences in summative assessments, self-rated confidence, and knowledge retention.

Main Methods:

• Prospective cohort study comparing students in conventional (Cohort C) and integrated (Cohort I) curricula.
• Analysis of summative examination scores, self-assessment surveys, objective structured clinical examinations (OSCEs), and delayed knowledge assessments.

Main Results:

• Cohort I students had significantly lower summative assessment scores initially.
• Cohort I students reported lower baseline confidence in knowledge integration and application, with differences diminishing over time.
• No significant differences were observed between cohorts in OSCE performance or delayed knowledge assessment.

Conclusions:

• Integrated pharmacy curricula may lead to a modest initial decline in summative performance and self-assessed confidence.
• Long-term knowledge retention and clinical performance, as measured by OSCEs and delayed assessments, appear comparable between integrated and conventional curricula.
• Institutions should consider experiential outcomes and motivation when evaluating integrated pharmacy curriculum transitions.