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The impact of curricular revision on student performance in pharmacology assessments.

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Title: The impact of curricular revision on student performance in pharmacology assessments.
Authors: Weeda ER; University of South Carolina, School of Medicine Greenville, Greenville, SC, USA., Quesnelle KM; University of South Carolina, School of Medicine Greenville, Greenville, SC, USA.
Source: British journal of clinical pharmacology [Br J Clin Pharmacol] 2026 Aug; Vol. 92 (8), pp. 2495-2499. Date of Electronic Publication: 2025 Sep 09.
Publication Type: Journal Article
Language: English
Journal Info: Publisher: Wiley-Blackwell Country of Publication: England NLM ID: 7503323 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1365-2125 (Electronic) Linking ISSN: 03065251 NLM ISO Abbreviation: Br J Clin Pharmacol Subsets: MEDLINE
Imprint Name(s): Publication: Oxford : Wiley-Blackwell
Original Publication: London, Macmillan Journals Ltd.
MeSH Terms: Pharmacology*/education , Curriculum*/statistics & numerical data, Educational Measurement/statistics & numerical data ; Problem-Based Learning ; Academic Medical Centers ; South Carolina ; Education, Medical, Undergraduate ; Students, Medical ; Humans
Abstract: Aims: We implemented changes to a medical school curriculum aimed at boosting active learning and integrated instruction. Using the second level of Kirkpatrick's model, we describe the impact of the curricular revision on student performance in pharmacology assessments.
Methods: The analysis was divided into legacy (n = 105) and new (n = 110) curriculum students. The primary outcome was the proportion of students answering pharmacology summative assessment questions correctly.
Results: The number of pharmacology hours in the first year increased from 20 to 88 but remained at ~60 in year two. The mean proportion of students answering pharmacology questions correctly was 89.4 (standard deviation [SD] = 10.9) in the legacy versus 87.2 (SD = 12.3) in the new curriculum (P = .10). The only difference in performance was year of study, with students performing better in year two (odds ratio for >90% correct = 2.127, 95% confidence interval = 1.220-3.709).
Conclusions: An analytic review of pharmacology assessment items demonstrated curricular equivalency between the legacy and new curricula. Regardless of curricula, more favourable student performance was observed in year two.
(© 2025 The Author(s). British Journal of Clinical Pharmacology published by John Wiley & Sons Ltd on behalf of British Pharmacological Society.)
References: Med Sci Educ. 2024 Dec 19;35(2):883-892. (PMID: 40352978)
Pharmacol Res Perspect. 2021 May;9(3):e00762. (PMID: 33974344)
Med Educ. 2018 Mar;52(3):263-273. (PMID: 29058332)
Mem Cognit. 2023 Feb;51(2):455-472. (PMID: 36190659)
J Grad Med Educ. 2020 Jun;12(3):303-311. (PMID: 32595850)
Acad Med. 2020 Sep;95(9S A Snapshot of Medical Student Education in the United States):S5-S14. (PMID: 33626633)
PLoS One. 2021 Aug 24;16(8):e0253949. (PMID: 34428210)
Br J Clin Pharmacol. 2026 Aug;92(8):2495-2499. (PMID: 40923535)
Proc Natl Acad Sci U S A. 2014 Jun 10;111(23):8410-5. (PMID: 24821756)
Med Teach. 2022 Nov;44(11):1268-1276. (PMID: 35764442)
JNMA J Nepal Med Assoc. 2022 Nov 02;60(255):989-990. (PMID: 36705166)
Mo Med. 2016 May-Jun;113(3):170-3. (PMID: 27443039)
Med Teach. 2012;34(5):e275-87. (PMID: 22471941)
Med Teach. 2012;34(5):e288-99. (PMID: 22515309)
Contributed Indexing: Keywords: curriculum change; curriculum reform; medical education; pre‐clerkship education
Entry Date(s): Date Created: 20250909 Date Completed: 20260805 Latest Revision: 20260813
Update Code: 20260813
PubMed Central ID: PMC13420884
DOI: 10.1002/bcp.70274
PMID: 40923535
Database: MEDLINE
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  Data: The impact of curricular revision on student performance in pharmacology assessments.
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  Data: <searchLink fieldCode="AU" term="%22Weeda+ER%22">Weeda ER</searchLink>; University of South Carolina, School of Medicine Greenville, Greenville, SC, USA.<br /><searchLink fieldCode="AU" term="%22Quesnelle+KM%22">Quesnelle KM</searchLink>; University of South Carolina, School of Medicine Greenville, Greenville, SC, USA.
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  Data: Aims: We implemented changes to a medical school curriculum aimed at boosting active learning and integrated instruction. Using the second level of Kirkpatrick's model, we describe the impact of the curricular revision on student performance in pharmacology assessments.<br />Methods: The analysis was divided into legacy (n = 105) and new (n = 110) curriculum students. The primary outcome was the proportion of students answering pharmacology summative assessment questions correctly.<br />Results: The number of pharmacology hours in the first year increased from 20 to 88 but remained at ~60 in year two. The mean proportion of students answering pharmacology questions correctly was 89.4 (standard deviation [SD] = 10.9) in the legacy versus 87.2 (SD = 12.3) in the new curriculum (P = .10). The only difference in performance was year of study, with students performing better in year two (odds ratio for >90% correct = 2.127, 95% confidence interval = 1.220-3.709).<br />Conclusions: An analytic review of pharmacology assessment items demonstrated curricular equivalency between the legacy and new curricula. Regardless of curricula, more favourable student performance was observed in year two.<br /> (© 2025 The Author(s). British Journal of Clinical Pharmacology published by John Wiley & Sons Ltd on behalf of British Pharmacological Society.)
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  Data: Med Sci Educ. 2024 Dec 19;35(2):883-892. (PMID: <searchLink fieldCode="PM" term="%2240352978%22">40352978)</searchLink><br />Pharmacol Res Perspect. 2021 May;9(3):e00762. (PMID: <searchLink fieldCode="PM" term="%2233974344%22">33974344)</searchLink><br />Med Educ. 2018 Mar;52(3):263-273. (PMID: <searchLink fieldCode="PM" term="%2229058332%22">29058332)</searchLink><br />Mem Cognit. 2023 Feb;51(2):455-472. (PMID: <searchLink fieldCode="PM" term="%2236190659%22">36190659)</searchLink><br />J Grad Med Educ. 2020 Jun;12(3):303-311. (PMID: <searchLink fieldCode="PM" term="%2232595850%22">32595850)</searchLink><br />Acad Med. 2020 Sep;95(9S A Snapshot of Medical Student Education in the United States):S5-S14. (PMID: <searchLink fieldCode="PM" term="%2233626633%22">33626633)</searchLink><br />PLoS One. 2021 Aug 24;16(8):e0253949. (PMID: <searchLink fieldCode="PM" term="%2234428210%22">34428210)</searchLink><br />Br J Clin Pharmacol. 2026 Aug;92(8):2495-2499. (PMID: <searchLink fieldCode="PM" term="%2240923535%22">40923535)</searchLink><br />Proc Natl Acad Sci U S A. 2014 Jun 10;111(23):8410-5. (PMID: <searchLink fieldCode="PM" term="%2224821756%22">24821756)</searchLink><br />Med Teach. 2022 Nov;44(11):1268-1276. (PMID: <searchLink fieldCode="PM" term="%2235764442%22">35764442)</searchLink><br />JNMA J Nepal Med Assoc. 2022 Nov 02;60(255):989-990. (PMID: <searchLink fieldCode="PM" term="%2236705166%22">36705166)</searchLink><br />Mo Med. 2016 May-Jun;113(3):170-3. (PMID: <searchLink fieldCode="PM" term="%2227443039%22">27443039)</searchLink><br />Med Teach. 2012;34(5):e275-87. (PMID: <searchLink fieldCode="PM" term="%2222471941%22">22471941)</searchLink><br />Med Teach. 2012;34(5):e288-99. (PMID: <searchLink fieldCode="PM" term="%2222515309%22">22515309)</searchLink>
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