Improving Pharmacy Calculations Using an Instructional Design Model

Abstract

<b>Objective.</b> To describe an evidence-based instructional design to improve performance and foster retention of pharmacy students’ calculation skills longitudinally across the curriculum. <b>Methods.</b> Gagne’s nine events of instructional design were employed in a longitudinal pharmacy calculations curriculum. Mean pharmacy calculation examination scores from four courses spanning the didactic curriculum for four different academic years (before and after the redesign) were compared. <b>Results.</b> Students demonstrated more stable outcomes with consistently higher means after the redesign, which may indicate improved retention. Additionally, the post-redesign classes have experienced fewer failures (score of &lt;80%). <b>Conclusion.</b> Using an instructional design model to optimize immediate instructional outcomes is an effective method of enhancing retention of calculation skills over time.