Bridging the gap: A biology bridging resource supporting first-year academic preparedness in higher education

Biology, as a foundational discipline in many science and health-related degrees, requires a strong understanding of complex concepts. For this reason, we used a backward design model to develop an interactive and online Biology Bridging Resource (BBR) that teaches core concepts, terminology and mechanisms that underpin first year physiology. The BBR integrates a multi-faceted teaching approach, combining self-directed modules with academic-led workshops that utilise active learning principles. In this work, we aimed to evaluate the effectiveness of the BBR in supporting student learning. First year students studying a Bachelor of Pharmacy at Monash University were surveyed using an online, elective questionnaire. The BBR was perceived as a valuable tool for learning foundational biology, anatomy and physiology, and for supporting students' transition into the Pharmacy curriculum. Engagement with the BBR was shown to promote academic preparedness while also significantly improving student confidence in core biology concepts - two strong predictors for academic success. Encouragingly, 99% of students reported they would recommend the BBR to another student. This resource was initially developed for students with limited or no foundational biology knowledge to support their entry to the Pharmacy degree. However, we observed strong engagement from students who had previously received formal biology education, suggesting that bridging programs also provide a valued source of revision for incoming students. While this study is based on self-reported outcomes, these findings demonstrate the benefits of incorporating a bridging resource into higher education curricula as a way to ease the transition burden of first year undergraduate students.