Large Student Population Research Articles

COVID‐19 Disproportionately Impacts Students in High‐Risk Populations

The sudden shift to virtual instruction caused by COVID‐19 compounded by a large population of students residing outside the campus community has created a number of challenges for students and instructors, alike. The purpose of this investigation was to determine the extent to which these additional burdens impacted student performance. We hypothesized that students in high‐risk categories would suffer larger decrements in academic performance compared to students in low‐risk categories. To address this hypothesis we collected midterm data from fall 2020 and compared it to midterm data from fall 2015‐2019. Midterms are assigned to students earning a C‐ or below midway through the semester. Letter grades were tallied for each term and then converted to a numerical score using a five‐point scale (C‐ = 1, F = 5) and summed across all midterm grades within a term to allow quantitation and statistical comparison. The number of midterms issued per student did not differ in 2020 compared to 2015‐2019 for most demographics. However, when we considered ethnicity we found that Caucasian students had slightly more midterms reported per student in 2020 when compared to the comparison group (p<0.008). Midterm grades were more severe in 2020 (by 0.101‐0.657 points) than in 2015‐2019 for females, males, first generation students (FGS), non‐FGS, and students directly admitted from high school (direct admits) (p<0.001). In addition, Caucasian (p<0.0001), Hispanic (p<0.017), and people of multiple races (p<0.032) had midterms of greater severity in 2020 compared to the comparison group. Interestingly, the number and severity of midterm grades issued to transfer students (TS) were similar between 2020 and the comparison group. When we considered the impact of COVID‐19‐related changes on midterms/student within paired groups in 2020 we discovered that FG students and minority students had more midterms/student than non‐FG (p<0.001) and Caucasian students (p<003), respectively, while males/females and TS/direct admits were similar between groups. Likewise, COVID‐19‐related changes increased the severity of the midterms for males, FG students, and minority students compared to females (p<0.002), non‐FG (p<0.0003), and Caucasian students (p<0.0004), respectively, but TS and direct admits were similar between groups. Collectively, these data indicate a disproportionately negative impact of COVID‐19 in some, but not all high‐risk populations. It is reasonable to suggest that these negative outcomes may jeopardize retention and graduation rates within these populations.

Teachers’ Perception On Digital Media Technology

Teacher education institutions are faced with the challenge of preparing a new generation of teachers to effectively use the new learning tools in their teaching practices. Education in India faces a number of problems. These problems include the shortage of qualified teachers, very large student population, high dropout rates of teachers, students, and weak curricula. All of these negative aspects result in poor delivery of education. The most obvious technique for professional development of teacher is to provide basic Digital Technology knowledge and skills. It is necessary for teachers to become skilled in operating the new technologies and in exploiting them effectively as educational tools. Teachers must master the use of digital media technology skills of research, critical analysis, linking diverse types and sources of information, and reformulating retrieved data

Achieving Scalability and Interactivity in a Communication Skills Course for Undergraduate Engineering Students

<italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Contribution:</i> This article describes and evaluates a novel undergraduate communication skills course for engineering students. The course focuses on improving student communication skills by using interactive lectures and authentic assessment activities in a scalable manner. <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Background:</i> Published studies and reports suggest communication skills are becoming increasingly important for young engineers. Accordingly, communication skills are often included in engineering curricula. Engineering graduates typically lack these skills because they underestimate the importance of communication skills, while methods in teaching and assessing these skills remain inadequate. Providing proper support to students in acquiring communication skills and subsequently assessing learning outcomes without significantly increasing teacher workload is a challenge. <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Intended Outcomes:</i> The intended outcome described in this article involves a scalable approach to teaching communication skills to undergraduate engineering students. The approach focuses on interaction during live lectures, authentic activities, and technology to achieve efficiencies for a small number of teaching staff holding the course to a large student population. In line with the expectancy-value theory (EVT) framework, the expectation is that the approach will have a positive effect on student perceptions of the importance of communication skills, which predict positive learning outcomes. <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Application Design:</i> The course includes live lectures, practical homework assignments, and other authentic activities like elevator pitching, participating in job interviews as well as workshops or presentations. The importance in live lectures is placed on achieving interactivity by using an audience response system (AuResS). A peer review approach is used to assess homework assignments. Data from a survey of students qualifying their perceptions of communication skills were collected four times during the semester and analyzed along with their final course percentage. <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Findings:</i> The study findings suggest first-semester engineering students think communication skills are important for engineers, and particularly value the authentic activities implemented in the course, even though the activities required more work on their behalf. However, only a small, statistically significant correlation was found between student opinions on the importance of communication skills and their course achievements. The AuResS and peer review, essential from the teachers’ perspective, were successfully used to achieve scalability in learning and assessment under the conditions described in this article.

Explaining entrepreneurial intentions, nascent entrepreneurial behavior and new business creation with social cognitive career theory – a 5-year longitudinal analysis

Scholars conceptualize entrepreneurial behavior (EB) as the actions taken for new venture creation, which are said to manifest from an individual’s intention to become an entrepreneur (EI). Though theoretically supported, predicting EB through EI faces many operationalization challenges, is rarely empirically reported, and presents methodological inconsistencies. Addressing these issues will improve our ability to identify emerging and successful new business venturers and facilitate further entrepreneurial stimulation of populations. Using both a cross-sectional and a 5-year longitudinal research design, we study the applicability of social cognitive career theory (SCCT) in explaining EI and EB for a sample of 1,149 Portuguese college students. The cross-sectional results support SCCT’s ability to explain students’ intentions in this large student population. Furthermore, with a smaller subsample, longitudinal analysis confirms intentions, as predictive of nascent EB, towards successful new business creation. In contrast to the theory’s propositions, we find that entrepreneurial self-efficacy beliefs and outcome expectations do not add to EI’s ability to predict EB. This study contributes to the currently scarce empirical support for SCCT as an appropriate model explaining EI and is the first to apply this theory’s core model to test the EI-EB link longitudinally. This study may be relevant to educators and policymakers who want to promote and assist college students in creating their own new businesses.

Political and Religious Extremism and Sexual Aggression – New Perspectives from the Workshop on Aggression 2018

This focus section on extremism, radicalization, and sexual aggression presents recent research from two currently important fields of aggression research. It presents five papers that were presented at the Workshop on Aggression at the Psychologische Hochschule Berlin in 2018. The first three address risk factors for radicalization and acceptance of group-related aggressive behavior, namely hate speech against Muslims and collective violent behavior towards perceived out-groups including Jews and Ukrainians. The last two studies address sexual aggression: one examines the prevalence and risk factors for sexual victimization among a large student population in Chile; the other considers risk factors for potential sexual aggression in a German sample of participants with and without BDSM identity. The studies span a broad and international perspective on these different types of aggression, including data from Chile, Germany, and Poland and examining the potential influences of social and individual factors. The papers included in the present focus section demonstrate that both radicalization/extremism and sexual aggression are world-wide problems that require preventive action. They provide theoretical input and empirical findings that will hopefully contribute to prevention at the societal and individual levels.

The effects of a comprehensive and supplemental middle school reading program

We present results of an evaluation of the first year of a multi-year comprehensive middle school reading program. Four public middle schools in rural Virginia with large populations of students with limited reading proficiency participated in a study to determine the reading program’s impact. We evaluated 235 students with low reading achievement scores, including students with disabilities, to determine reading gains. The multi-year curriculum consisted of multiple components (word-level instruction, comprehension and vocabulary, motivation and engagement, and assessment) and seven related instructional units, each taught using explicit instruction. A quasi-experimental design was used to determine the intervention’s effectiveness. Statistically significant differences were found between the experimental and comparison conditions on a standardized measure of reading achievement with some scores favoring the experimental condition. Results support, in part, the reading program’s promise to improve middle school students’ reading achievement scores at a level that may narrow the reading achievement gap.

Breakfast consumption is inversely associated with primary headaches in university students: The MEPHASOUS study

ObjectiveThis study was conducted to examine the association between breakfast consumption pattern and primary headaches in a large population of university students. MethodsThis cross-sectional study was done on the MEPHASOUS dataset that contained the information of 83,677 university students, aged ≥18 years, from 28 provinces of Iran. Dietary intakes and breakfast consumption pattern were assessed using a validated self-administered dietary habits questionnaire. Primary headaches were determined according to the International Classification of Headache Disorders-3 (ICHD-3) criteria. Binary logistic regression in different adjusted models was used to assess the association between breakfast consumption and primary headaches. ResultsThe mean age of participants was 21.50 ± 4.01. Primary headaches were prevalent among 9% of university students. A significant inverse association was seen between breakfast consumption and odds of primary headaches [odds ratio (OR): 0.57, 95 % confidence interval (CI): 0.51−0.62]. This association remained significant even after taking potential confounders into account; such that students who consumed breakfast frequently had 26 % lower odds of primary headaches compared with those who consumed it <1 day/week (OR: 0.74, 95 % CI: 0.65−0.85). Moreover, such a significant inverse association was observed in female students (OR: 0.54, 95 % CI: 0.49−0.61) as well as those with BMI < 25 kg/m2 (OR: 0.68, 95 % CI: 0.58−0.79). However, it became non-significant in male students and those with overweight or obesity. ConclusionWe found that frequent breakfast consumption is associated with a decreased odds of primary headaches in female students and those with BMI < 25 kg/m2. Further prospective studies are needed to confirm our findings.

Reimagining Personal Finance Curricula: The Reach of HBCUs And the Power of Storytelling

Reimagining Personal Finance Curricula: The Reach of HBCUs And the Power of Storytelling Hope Elizabeth Dameron, DBA, MBA Abstract To date Americans still have common deficiencies in matters of financial literacy (Giovanetti, 2021). Is there any student, regardless of location, gender, or economic status, across all fields of study, that would not benefit from a basic working knowledge of how to manage their personal finances? And if this statement is true, why are we still lacking in legislation to promote personalfinance to be a mandatory course required for all high school graduates (Council for Economic Education, 2020)? To close this gap in financial literacy it is now time to also consider making personal finance curriculamandatory in our colleges and universities. Specifically,in Historically Black Colleges and Universities (HCBUs) where more minorities earn degrees and represent an audience who are likely to be less financially literatethan their peers (Gordon et al., 2021; Walker 2017).This review explores the creation of new personal finance curricula for HBCUs to implement with an effort to improve the level of financial literacy among the large population of minority students who attend. Full Text: PDF DOI: 10.15640/rcbr.v9n1-2a3

The New Norm: Faculty Perceptions of Condensed Online Learning

ABSTRACT Over the past 10 years or so the realm of distance and online education has been expanding rapidly. With the help of the Internet, it has almost eliminated the need for students to be in the same space as their instructors for learning or to be assessed for learning. While the educational landscape continues to be reformed with technology in the United States, there are individuals and institutions engaging in distance learning to better serve a larger population of students. Faculty support is necessary for a successful distance program and it is up to their respective administration and policymakers to make this happen. The purpose of this study was to explore faculty perceptions of online learning in condensed degree programs at a traditional “brick and mortar” campus. It sought to contextualize online learning no longer as the exclusive right of ‘virtual universities’ but to understand how faculty feel it will continue to influence the future of higher education. The findings of the study indicated that faculty members’ perceived online education to be valuable when used to help people that would otherwise not have the ability to receive an education. Also, they agreed that online education would continue to grow as more universities see its value in educating the masses and expanding their brand. Although this study is based on perceptions of current faculty members, the findings also provide ways to support faculty members in the online environment in the condensed format.

Interventional radiology and artificial intelligence in radiology: Is it time to enhance the vision of our medical students?

ObjectivesTo assess awareness and knowledge of Interventional Radiology (IR) in a large population of medical students in 2019.MethodsAn anonymous survey was distributed electronically to 9546 medical students from first to sixth year at three European medical schools. The survey contained 14 questions, including two general questions on diagnostic radiology (DR) and artificial intelligence (AI), and 11 on IR. Responses were analyzed for all students and compared between preclinical (PCs) (first to third year) and clinical phase (Cs) (fourth to sixth year) of medical school. Of 9546 students, 1459 students (15.3%) answered the survey.ResultsOn DR questions, 34.8% answered that AI is a threat for radiologists (PCs: 246/725 (33.9%); Cs: 248/734 (36%)) and 91.1% thought that radiology has a future (PCs: 668/725 (92.1%); Cs: 657/734 (89.5%)). On IR questions, 80.8% (1179/1459) students had already heard of IR; 75.7% (1104/1459) stated that their knowledge of IR wasn’t as good as the other specialties and 80% would like more lectures on IR. Finally, 24.2% (353/1459) indicated an interest in a career in IR with a majority of women in preclinical phase, but this trend reverses in clinical phase.ConclusionsDevelopment of new technology supporting advances in artificial intelligence will likely continue to change the landscape of radiology; however, medical students remain confident in the need for specialty-trained human physicians in the future of radiology as a clinical practice. A large majority of medical students would like more information about IR in their medical curriculum; almost a quarter of students would be interested in a career in IR.

Efficacy of an Asynchronous Online Preparatory Chemistry Course: An Observational Study

In an ongoing effort to increase student retention and success in the undergraduate general chemistry course sequence, a fully online preparatory chemistry course was developed and implemented at a large public research university. To gain insight about the efficacy of the online course, an observational study was carried out in which student performance on final exams and performance in the subsequent general chemistry course were compared between the online cohort and a previous student cohort which completed the preparatory chemistry course in a traditional lecture format. Multiple linear regression analyses were used to compare final exam scores and general chemistry course grades between the online and in-person student cohorts, while statistically controlling for incoming student academic achievement. Results from these analyses suggest the fully online course resulted in statistically significant increases in both the preparatory chemistry final exam scores and course grades in the subsequent general chemistry course. Because the retention of less academically prepared students in STEM majors is a historical problem at the institution in which the online preparatory chemistry course was implemented, the analyses also aimed to determine if this at-risk group demonstrated similar achievement relative to the population at large. Notably, it was determined that students with the lowest incoming Math SAT scores appeared to perform better in the online course relative to the analogous group of students in the in-person course. Though the observational nature of this study does not allow for the determination of causality, these results suggest a fully online course can result in improved performance for large populations of students, without resulting in a negative achievement gap for less academically prepared students. The structure and implementation of the online course and the results from the statistical analyses will be described herein.

Systematic Review of Preinjury Mental Health Problems as a Vulnerability Factor for Worse Outcome After Sport-Related Concussion.

Background:It is difficult to predict who will experience prolonged health problems after sustaining a sport-related concussion.Purpose:To synthesize the literature and conduct a gap analysis on the association between preinjury mental health problems and clinical outcome from sport-related concussion.Study Design:Systematic review; Level of evidence, 4.Methods:Data sources were PubMed, PsycINFO, MEDLINE (and MEDLINE in Process), CINAHL, Cochrane Library, EMBASE, SPORTDiscus, Scopus, and Web of Science. Studies published before February 2019 that addressed preinjury mental health problems as a possible predictor of worse clinical outcome or clinical recovery from concussion were eligible for inclusion.Results:Of 4013 studies screened, 358 full texts were reviewed, and 12 studies involving 3761 participants (n = 471 [12.5%] with preexisting mental health problems) were ultimately included. The participants with a preinjury history of mental health problems were at greater risk for having persistent symptoms or worse outcome in 9 of 12 studies. The studies had major methodological differences, and most studies were not focused on mental health as a primary predictor or prognostic factor. Rather, they included it as a secondary or tertiary predictor. The sample sizes with preinjury mental health problems in most studies were small or very small (ie, <25). The age of onset, type, course, severity, and duration of mental health problems were not defined. The extent to which mental health problems were present before the season, during baseline testing, was not reported.Conclusion:Preinjury mental health problems appear to confer risk for worse clinical outcome after sport-related concussion. Future research is needed to (1) examine this risk factor in large representative populations of middle school students, high school students, and collegiate athletes; (2) quantify the risk for each mental health condition; (3) understand the mechanisms underlying this increased risk; and (4) develop more refined treatment and rehabilitation approaches for these student-athletes.

Present but Unaccounted For: Practical Considerations for the Recruitment and Retention of Black Women Teachers

ABSTRACT The purpose of this article was to problematize the recruitment, preparation, and retention of Black women teachers in an effort to promote awareness, research, and action. Black women teachers impact the educative and socioemotional needs of all students. However, this impact is most noticeable when Black women serve large populations of Black students. Yet, Black women represent a population of teachers who remain consistently underrepresented in K–12 classrooms. Moreover, Black women consistently represent a substantial portion of the teachers who are “pushed out” or involuntarily exit the classroom each year, and they represent a small percentage of those new to the profession. Despite these trends, few educational policies and programs target the recruitment, preparation, and retention of Black female teachers. Based on our expertise and educational praxis, we utilize empirical research to characterize these challenges and provide solutions for consideration and refinement.

Sustaining Indigenous students' and families' well-being and culture in an Ontario school board

PurposeThis paper describes how an Ontario school board's majority First Nation, Metís and Inuit (FNMI) student population influenced the direction and priorities of the board toward culturally responsive and well-being focused initiatives. Using culturally sustaining/revitalizing pedagogy (CSRP) as a conceptual framework, it explores the board's efforts to meet the socioemotional and identity needs of its FNMI students (and families) through investments in professional learning communities (PLCs) and targeted programming and technologies.Design/methodology/approachThis paper presents findings from one case in a larger multi-year (2015–2017), multiple-case (10 school boards) study by a university research team that included the author. Thematic analysis was used to code interviews and focus groups conducted with over 40 administrators, educators and community partners in the board featured in this paper.FindingsThe board's culturally responsive and well-being focused initiatives, while intended to support FNMI students' socioemotional success and sense of inclusiveness in schools, was inadequate at fostering and sustaining students' (and families') cultural survival and communal well-being.Practical implicationsFindings offer practical ways that schools serving large populations of FNMI students might support students' identity development and self-regulation skills in schools while also serving as a cautionary example of strategies that do not sufficiently address student challenges that are the result of ongoing legacies of colonization.Originality/valueThis study provides a distinctive example of a predominantly FNMI school board that, in recent years, has prioritized student well-being and identity development over achievement. It provides insight into the transformative possibilities and constraints of trying to support FNMI students' socioemotional healing and cultural sustenance in a colonized system.

Addressing Food Insecurity: An Evaluation of Factors Associated with Reach of a School-Based Summer Meals Program

BackgroundOne in six US households with children experiences food insecurity, with higher rates in the summer. Approximately 3 million children receive free meals each summer weekday through the US Department of Agriculture’s Summer Nutrition Programs. However, participation in these programs has been declining in recent years and is lower than participation in programs that serve free or reduced-price meals during the school year. ObjectiveTo identify school and site characteristics associated with greater reach by school-based free summer meals program sites. DesignThis observational study combined program data, public school data, and Google Maps data to determine factors associated with site reach. Participants/settingLunchStop Summer Meals Program sites (N=100) and schools at which they were based during summer 2018 in Chicago, IL. Main outcome measuresReach of sites was measured by the mean daily meals served at each site throughout summer 2018. Statistical analyses performedAssociations between site reach and each independent variable were evaluated using Mann-Whitney tests and simple linear regressions. Variables significantly associated with site reach in bivariate analyses (P<0.05) were included in a multivariate linear regression. ResultsIn bivariate analyses, sites with greater reach were significantly more likely to be based at schools with higher attendance percentages, higher percentages of Hispanic/Latino students, larger student populations, and locations in a network of southwest Chicago schools. Those with greater reach were also significantly more likely to have continuity in program staff and more years of site operation (all P values ≤0.01). The last four factors remained significant in multivariate analysis. ConclusionsSchool-based summer meals programs may be able to reach more vulnerable children by taking into account continuity among sites and staff. Further research is needed to clarify whether the relationships between these variables and increased reach is causal.

Spatial associations of dockless shared e-scooter usage

In this study, we explore the usage of e-scooter sharing services in Austin, Texas over about a six-month period. The study is based on trip records of all the shared e-scooter operators in Austin and includes trip start and end locations. We use both analysis of trip patterns and spatial regression techniques to examine how the built environment, land use, and demographics affect e-scooter trip generation. Our findings show that people use e-scooters almost exclusively in central Austin. Commuting does not seem to be the main trip purpose, and usage of e-scooters is associated with areas with high employment rates, and in areas with bicycle infrastructure. People use e-scooter sharing regardless of the affluence of the neighborhood, although less affluent areas with high usage rates have large student populations, suggesting that students use this mode of travel. Implications for planners suggest that better bicycle infrastructure will facilitate e-scooter usage, college towns are a ready market for e-scooter sharing services, and e-scooters may be a substitute for some short non-work trips, reducing car usage, and benefiting the environment.

The Relationship Between Vestibular Migraine and Motion Sickness Susceptibility.

To determine the relationship between vestibular migraine (VM) and motion sickness (MoS) susceptibility and their comorbidity in a large student population, and to assess whether experiencing MoS is associated with higher susceptibility for VM. Surveys including Motion Sickness Susceptibility Questionnaire (MSSQ) and questions assessing migraine-related symptoms as well as family history of motion sickness and migraine headache were distributed to the university undergraduate students through Facebook and email. Diagnosis of definite VM (dVM) was based on the criteria of the International Classification of Headache Disorders. Of 277 survey responders, 148 (53%) were found to be susceptible to MoS in which 74 (50%) met the criteria for dVM. Only childhood MSSQ score was significantly higher in participants with dVM compared with those without dVM (25.78 ± 15.89 versus 20.77 ± 14.28, p = 0.04); however, its significance faded out by regression analysis. Multivariate logistic regression showed having 1st degree relative with migraine headache (p = 0.02), neck stiffness (p = 0.001), and sinus pain, facial pressure, or headache with wind exposure (p = 0.02) to be independently associated with presence of dVM in MoS subjects. Though participants with MoS and dVM had significantly greater rates of migraine-related symptoms and family history of migraine headache compared with those with MoS only, childhood and adulthood MSSQ scores were similar. This and the high prevalence of dVM in our MoS cohort may suggest an existing association between MoS susceptibility and VM.

Sources of legal cynicism among students in China: the role of Western popular culture and social attachment

ABSTRACT Previous research has suggested that the presence of subcultures, particularly in minority neighborhoods, can be a major source of legal cynicism, a concept referring to a cynical view of the criminal justice system and the law. The purpose of this paper is to examine the sources of legal cynicism among middle school students in China, a cultural setting that is distinctively different from the US, which has so far been the focus of most analyses. More specifically, it examines the effects of hypothesized factors on legal cynicism reported in earlier studies, which have relied on subculture and bonding theories. The data were gathered from 30 schools in China all of which are home to large populations of ethnic minority students. The primary findings suggest that the influence of Western popular culture, being attributed the label ‘fan of Western popular culture,’ and attachment to family and school, are significant predictors of legal cynicism. The effects, however, of these two groups of variables differ significantly.

Establishing the literature base of SWPBIS research in schools with large populations of underrepresented students

For more than 20 years, the schoolwide positive behavioral interventions and supports (SWPBIS) literature base has been growing as it relates to implementation and sustainability across various settings and grade levels. While the research is clear that SWPBIS is an effective multitiered framework, gaps in the literature exist. Specifically, the extent to which SWPBIS has been implemented in traditionally underrepresented schools has yet to be fully examined. This systematic review of the SWPBIS literature base resulted in 46 articles that were coded across 13 variables. The number of articles highlight underrepresentation in the SWPBIS literature. Researchers demonstrated variable (a) reductions in rates of disciplinary infractions and exclusionary responses, (b) implementation with fidelity, and (c) positive student outcomes across academics, attendance, and achievement.

Learning outcomes of using animated video podcasts as a tool for teaching immunology physiology and pharmacology courses in pharmacy curriculum

Abstract Pharmacy curriculum demands mastery of multiple disciplines such as physiology, immunology and microbiology, medicinal chemistry and pharmacology. Professional pharmacy programs in the United States and other countries have adopted the integrated curriculum model to fulfill the learning objectives. Intensive learning and constant revision of study material is necessary for the success in the pharmacy program. With modern digital technologies and high-speed internet, last decade has witnessed a paradigm shift in traditional pedagogy in every discipline we teach and study. Popularity of online education has grown exponentially in recent years. Several reputed Universities globally now offer blended as well as complete online courses. Large student population from every disciplines now embark on largely available digital resources such as educational videos. As a part of preliminary studies we have prepared few videos and identified some of the potential benefits of using video podcasts in pharmacy curriculum as easy accessibility of material, short video podcast helps better engage students and avoid boredom, animations enhance learning process and memorization, students can study at the ease of watching these videos on phone. Our results suggests strong likability of educational videos as a learning tool among students in pharmacy curriculum.