University of Missouri-Kansas City School of Pharmacy at MU, Columbia, MO, USA.
Auburn University Harrison College of Pharmacy, Auburn, AL, USA.
Am J Pharm Educ. 2024 Jul;88(7):100721. doi: 10.1016/j.ajpe.2024.100721. Epub 2024 May 27.
To evaluate the effect of curricular content reduction in an integrated course sequence spanning 3 years of a Doctor of Pharmacy curriculum on student examination scores and course grades.
This 2-year, prepost study compared student overall average and final examination scores and overall course grades after the transition from a 5-day to a 4-day week of an integrated learning experience (ILE) course sequence. In addition, an anonymous, optional 23-item survey was distributed to first to third year pharmacy students asking about the 4-day week change, how they utilized the non-ILE day, and additional demographic and social characteristics to identify factors influencing success on examination and course performance during the 4-day week.
There were 533 students included in the overall analysis, with no significant differences in overall course grades in the 5-day vs 4-day week. Examination scores were not significantly different after the transition, except in 2 of 12 courses where scores were higher and final examination scores were not significantly different, except for higher final examination scores in 1 course during the 5-day week. Significant positive influencers of top quartile of examination performance included prepharmacy grade point average ≥ 3.5, age 25 to 29 years, and prepharmacy coursework at the parent institution, whereas using the non-ILE day primarily to sleep negatively influenced outcomes.
Curricular density is a prevalent problem and addressing it at a program level is essential. Reducing curricular content and hours at our institution did not adversely impact student examination and course performance and slight improvement was noted in some areas.
评估在涵盖药学博士课程 3 年的综合课程序列中减少课程内容对学生考试成绩和课程成绩的影响。
这项为期 2 年的前后研究比较了在从 5 天制到 4 天制的综合学习体验（ILE）课程序列过渡后，学生的总体平均和期末考试成绩以及总体课程成绩。此外，向第一至第三年药学专业的学生分发了一份匿名的、可选的 23 项调查，询问他们对 4 天制周的变化、如何利用非 ILE 日以及其他人口统计学和社会特征的看法，以确定影响他们在 4 天制周考试和课程表现成功的因素。
共有 533 名学生被纳入总体分析，在 5 天制和 4 天制周的总体课程成绩没有显著差异。过渡后考试成绩没有显著差异，除了 12 门课程中的 2 门课程的成绩更高，期末考试成绩也没有显著差异，除了在 5 天制周的 1 门课程的期末考试成绩更高。考试成绩排名前四分之一的显著积极影响因素包括药学预科平均绩点≥3.5、年龄在 25 到 29 岁之间以及在母校外的药学预科课程，而主要将非 ILE 日用于睡觉会对结果产生负面影响。
课程密度是一个普遍存在的问题，在项目层面上解决这个问题至关重要。在我们的机构减少课程内容和学时并没有对学生的考试和课程表现产生不利影响，在某些方面甚至略有改善。
