Impact of a Modular Bridge Course for First-Year Pharmacy Students

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.