Introduction of an integrated curriculum: Early outcomes and experiences within a large private university

Abstract

Background and purposeCurricular integration has long been advocated in healthcare education as a strategy to enhance academic experiences, facilitate higher-order learning, and bridge various disciplines. The study's purpose was (1) to assess the early impact of a new integrated pharmacy curriculum on course evaluations and learning of the clinical sciences when compared to the traditional curriculum and (2) to describe logistical enhancers and challenges that should be considered before and during the rollout of similar curricula. Educational activity and settingAn integrated curriculum was designed to combine the clinical (therapeutics) and basic sciences (pharmacology, medicinal chemistry) using an organ-system approach within a Doctor of Pharmacy (PharmD) program. Beginning in the second professional year, the nine-course sequence was delivered in a modified block format. Study outcomes compared data (course evaluations and exam performance) from the traditional and integrated curriculums. FindingsWhen comparing student course evaluations, there were no significant differences. Student commentary conveyed concerns on the ability to retain and apply material within a modular block course series. There was positive feedback regarding the integrated workshop cases in the new curriculum. The mean percentage difference in student performance for respective clinical science topics ranged from +0.8 to −3.9%. SummaryResults provide insight on a transitional period between traditional and integrated curricular approaches in a United States accredited PharmD program. Future efforts will include evaluating its impact on college-specific outcomes, curricular satisfaction, and student performance on various assessment activities.