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Choosing the appropriate route of drug administration is significantly influenced by two key factors: the therapeutic objectives and the inherent properties of the drug being used.
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Impact of a Modular Bridge Course for First-Year Pharmacy Students.

Rachael Baggett1, Karl R Kodweis1, Sarka Beranova-Giorgianni1

  • 1University of Tennessee Health Science Center, College of Pharmacy, Memphis, TN, USA.

American Journal of Pharmaceutical Education
|March 19, 2025
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Summary
This summary is machine-generated.

Redesigning pharmacy curriculum using cognitive load theory improved academic success for underrepresented students without impacting overall performance. This approach helps identify and support at-risk students early.

Keywords:
Cognitive load theoryCurricular designFirst-year studentsPharmacy educationStudent success

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Area of Science:

  • Educational Psychology
  • Pharmacy Education
  • Cognitive Science

Background:

  • First-year pharmacy (P1) curriculum redesign is crucial for student success.
  • Cognitive load theory offers a framework for optimizing learning experiences.

Purpose of the Study:

  • To evaluate the short-term impact of a redesigned P1 curriculum based on cognitive load theory.
  • To assess effects on academic performance and student well-being.

Main Methods:

  • Retrospective comparison of P1 classes of 2026 and 2027 (n=99, n=104).
  • Analysis of academic factors (GPA, progression, grades) and nonacademic factors (stress, impostor syndrome, anxiety, Grit).
  • Statistical analysis included Mann-Whitney, chi-squared tests, and risk estimates.

Main Results:

  • Overall academic outcomes remained comparable between cohorts.
  • First-generation and non-White students in the redesigned curriculum (Class of 2027) showed reduced risk of grades below C-.
  • Non-White students in Class of 2027 had no increased risk of P2 progression, unlike Class of 2026.
  • Remediation in P1 fall semester correlated with higher academic risk.

Conclusions:

  • Curricular redesign using cognitive load theory maintained overall academic performance.
  • The redesign yielded significant benefits for first-generation and non-White students.
  • The approach effectively identified at-risk students for targeted interventions.