An Online, Self-directed Pharmacy Bridging Course for Incoming First-Year Students

Abstract

Objective. To evaluate the short-term effectiveness of an online bridging course to increase the knowledge of struggling incoming students' in crucial content areas within the Doctor of Pharmacy (PharmD) curriculum. Methods. An assessment was administered to all incoming first-year pharmacy students (N5180) during orientation to determine their foundational knowledge in key areas. Students who scored ,70% on the assessment (N5137) were instructed to complete a 10-module, online, self-directed bridging course focusing on physiology, biochemistry, math, and medical terminology during the first two weeks of the quarter to prepare them for first-quarter coursework. After completing the bridging course, participants completed the same assessment to determine content knowledge acquisition and retention. At the end of the quarter, the assessment was again administered to all first-year students, regardless of whether they had completed the bridging course. Results. The average assessment score of students who completed the bridging course modules improved significantly (53% vs 76%). All students demonstrated significant improvement in assessment scores between orientation and the end of the quarter; however, bridging course participants achieved a greater increase in assessment scores (53% vs 73%) than nonparticipants (76% vs 81%). Significant relationships were found between assessment scores following completion of the bridging course and pass rates in first-quarter courses. Conclusion. The online, self-directed bridging course offered at Midwestern University, Chicago College of Pharmacy proved successful as a method of knowledge acquisition and as a system for early identification (within the first two weeks of the quarter) of students in need of additional academic support.

Identifying Low Pharmaceutical Calculation Performers Using an Algebra-Based Pretest

“…One possible method would be to assign online modules of content for those students to complete during the semester, which has been reported as successful in remediating deficiencies in broader content like prior biochemistry, mathematics and chemistry experience. [25][26] Students could be given those modules along with pharmaceutical calculations content to better support them for success. Students could also be paired with mentors that could work with them in remediating algebra-based skills as well as supporting them through pharmaceutical calculations.…”