Initiative to improve student perceptions of relevance and value in a top 200 drugs course through improved curricular alignment and course modification.

Problem description: When course evaluations and student feedback demonstrated a decline in student perceptions of a Top 200 Drugs course, proposed modification focused on curricular alignment to impact those perceptions in a positive manner. Quality improvement methods: Student course evaluations and feedback from student leaders were reviewed to determine elements of course structure and design for modification. The following areas were identified: quantity of assessment content, frequency of class meetings, in-person vs. online, and self-paced vs. instructor-guided learning. Changes in student perceptions were determined through comparison of subsequent course evaluations to those of the previous four years. Course evaluations focused on coordinator availability, course organization, exam management, and achievement of course objectives. Results of CQI inquiry: The review of course evaluations showed improvement in all focus areas following modifications to course structure and design. Student free-text comments provided further insight for descriptive analysis. Interpretation and discussion: The evaluation score improvement was consistent with student comments. Contributing factors included curricular alignment, frequency of examinations, examination content, and faculty-guided learning through lecture and active learning. Alignment to pharmacology courses highlighted the relevance and value through the union of pharmaceutical sciences, clinical sciences, and pharmacy practice instruction. Conclusions: The alignment versatility of Top Drugs makes it ideal for bridging pharmaceutical and clinical sciences to bring relevance and value to students. The instructors will continue to offer the Top Drugs course in this format. Further plans for research include additional layers of curricular alignment and innovative active learning.