Evaluation of Student Academic Performance After Curricular Content Reduction

Area of Science:

• Pharmacy Education
• Curriculum Development
• Academic Performance

Background:

• Curricular density is a significant challenge in Doctor of Pharmacy programs.
• Optimizing learning experiences is crucial for student success.

Purpose of the Study:

• To assess the impact of reducing curricular content in a 3-year integrated pharmacy curriculum on student outcomes.
• To evaluate changes in examination scores and course grades after transitioning to a 4-day academic week.

Main Methods:

• A 2-year pre-post study design was employed.
• Compared student scores and grades before and after implementing a 4-day integrated learning experience (ILE) week.
• An optional survey assessed student perceptions and factors influencing performance.

Main Results:

• No significant differences in overall course grades were observed between the 5-day and 4-day week formats.
• Examination scores remained largely consistent, with slight improvements in some courses.
• High prepharmacy GPA (≥3.5), age 25-29, and coursework at the parent institution positively correlated with higher examination performance.
• Using the non-ILE day for sleep was associated with negative outcomes.

Conclusions:

• Reducing curricular content and hours in a Doctor of Pharmacy program did not adversely affect student performance.
• Program-level adjustments to curricular density can be implemented without compromising academic outcomes.
• Strategic use of non-instructional time is important for student success.