Textbook reading habits and perceptions among PharmD students in an integrated curriculum: A mixed-methods analysis

To examine the prevalence of textbook reading among PharmD students and to identify the factors associated with it.

An IRB-approved survey was distributed among the second and third-year PharmD students to examine their reading habits, primarily focusing on the prevalence of textbook reading related to therapeutics, pharmacology, medicinal chemistry, and medical physiology topics. Students' perception on whether textbook reading improved their academic performance was also examined. Descriptive, bivariate, and multivariate analyses were conducted to identify factors associated with textbook reading habits.

An estimated 83-87 % of the students reported either not or rarely reading the textbooks, even when books were available to them for free as an online resource. Approximately 81-97 % of the students reported not purchasing the textbooks that were not available online. It was determined that only 5 % of the students reported that textbook reading improved their academic performance. The majority of the students indicated they did not have the time to read the textbooks because the course modules were intense, fast paced and time-consuming, and lecture slides and handout materials offered more helpful insights into important concepts than textbooks.

The vast number of students either did not or rarely read textbooks and relied primarily on the material presented during class by instructors. We conclude that the delivery of comprehensive subject matter during lectures, combined with the limited time students had, hindered their use of the textbook. We recommend including reading assignments in the form of flipped lectures to cultivate a more holistic learning experience for the students.