Impact of a Modular Bridge Course for First-Year Pharmacy Students
Curricular redesign utilizing cognitive load theory achieved comparable academic performance in P1 students overall, with notable benefits for first-generation and non-White students. This approach effectively identified students at risk, facilitating targeted and timely interventions.
Authors
- DeAnna Owens-Mosby
- Chasity M. Shelton (ORCID: https://orcid.org/0000-0001-9141-3617)
- Karl R. Kodweis (ORCID: https://orcid.org/0000-0003-4065-3164)
- Dawn E. Havrda (ORCID: https://orcid.org/0000-0002-8733-0891)
- Šárka Beranová-Giorgianni
- Rachael D. Baggett (ORCID: https://orcid.org/0009-0009-4809-4003)
Institutions
- University of Tennessee Health Science Center (US)
- University of Memphis (US)
Publication Details
- Journal
- American Journal of Pharmaceutical Education
- Published
- 2025-03-17
- DOI
- https://doi.org/10.1016/j.ajpe.2025.101395
- Primary Topic
- Innovative Teaching Methods
- Type
- article
- Field-Weighted Citation Impact
- 0.00