ArticleBritish journal of clinical pharmacology2026
The impact of curricular revision on student performance in pharmacology assessments.
Article in British journal of clinical pharmacology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
2 citing papers in PubMed.
- The impact of curricular revision on student performance in pharmacology assessments.British journal of clinical pharmacology · 2026Article
- Using assessment in pharmacology to drive learning in the right direction.British journal of clinical pharmacology · 2026Article
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Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
aimsWe 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.
methodsThe 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.
resultsThe 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).
conclusionsAn 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.
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