Longitudinal Impact of Mnemonics Use on Pharmacy Students’ Exam Performance and Perceptions of Knowledge Retention and Clinical Application

Abstract

<b>Abstract ID 21983</b> <b>Poster Board 597</b> <b>Background:</b> Health professions students attending pharmacology courses often feel overwhelmed with learning and remembering essential facts about medications, i.e., knowledge acquisition and retention. Moreover, applying pharmacological knowledge to clinical settings demands significant amounts of the student9s working memory (i.e., a high cognitive load). Mnemonics (memory aids) are shown to reduce cognitive load and facilitate learning and knowledge retention among students. Our study assessed the longitudinal impact of mnemonics9 use in a Pharmacology course offered to second-year pharmacy students on students9 perceptions of knowledge acquisition, retention, and clinical application in correlation to their exam performance. <b>Methods:</b> Eighteen mnemonics were developed and used in a course covering endocrine and autonomic pharmacology topics. The study was conducted in two student cohorts in the 2020-21 and 2021-22 academic years. A non-anonymous survey (survey 1) was administered after each exam to collect students9 self-reported use of mnemonics on exam questions. At the end of the semester, on an anonymous survey (survey 2), students rated the impact of mnemonics9 use on their knowledge retention, clinical application, critical thinking, reduction in learning anxiety, and increased confidence while answering questions on exams. To assess retention, an anonymous follow-up survey (survey 3) was administered to the same student cohorts at the end of the Therapeutics-I course five months later. <b>Results:</b> Analysis of survey 1 findings (response rate: 55% in 2020-21; 65% in 2021-22) revealed that mnemonics use significantly improved students9 exam performance (99.4% correct with vs. 87.3% correct without mnemonics in the 2020-21 cohort and 94.6% correct with vs. 84.7% correct without mnemonics in the 2021-22 cohort; p&lt;.0001). Survey 2 findings revealed that students consistently agreed that mnemonics9 use improved their knowledge retention (98.2% in 2020-21 and 97.6% in 2021-22) and clinical application (98.2% in 2020-21 and 97.6% in 2021-22). Similarly, students agreed that mnemonics helped them think critically while answering exam questions (89.3% in 2020-21 and 87.8% in 2021-22), reported higher confidence during test-taking (96.4% in 2020-21 and 90.2% in 2021-22), and reduced learning anxiety (80.4% in 2020-21 and 61.0% in 2021-22). Furthermore, the longitudinal survey 3 findings were consistent with survey 2; most students agreed that mnemonics9 use improved their knowledge retention (71.4% in 2020-21 and 66.7% in 2021-22), clinical application (76.2% in 2020-21 and 66.7% in 2021-22), critical thinking (64.3% in 2020-21 and 63.3% in 2021-22), confidence during test taking (66.7% in 2020-21 and 56.7% in 2021-22), and reduced learning anxiety (64.3% in 2020-21 and 60.0% in 2021-22). <b>Conclusions:</b> Our findings indicate that 1) mnemonics9 use improves students9 exam performance and 2) mnemonics are perceived positively by students to facilitate their knowledge acquisition (by reducing learning anxiety), improve knowledge retention, application, critical thinking, and increase confidence while test-taking. When used intentionally, mnemonics could serve as an effective tool to promote student learning and long-term knowledge retention and application.