(451) Using ALEKS to Remediate Gaps in Pre-requisite Knowledge for PharmD Students

Objective. To pilot the use of a publisher-provided tool (ALEKS) to assess and remediate pre-requisite coursework to support P1 student success.

Methods. Upon matriculation to the Gatton College of Pharmacy, P1 students took 2 readiness assessments through ALEKS (Assessment and Learning in Knowledge Spaces; McGraw-Hill). These assessments covered mathematics and chemistry topics related to pre-requisite coursework for PharmD admission. For each assessment, the minimum opt-out score was 85%, but students who did not meet this bar were directed to ALEKS. Within ALEKS, they worked through adaptive learning activities related to calculations (84 topics) and chemistry (40 topics). Access to ALEKS occurred during the first 2 – 6 weeks of the semester. Aggregate data related to ALEKS initial assessment score, time spent on learning activities, and final mastery level were examined relative to aggregate course performance in P1 courses.

Results. Initial ALEKS performance for chemistry and calculations assessments were 27.9% (± 19) and 85.3% (± 14.5), respectively. During the 6-week availability period, students spent an average of 6.6 hours (± 3.9) working through the chemistry activities, culminating in a final proficiency of 78.8% (± 25). Average course grade for the P1 Medical Biochemistry course was 85.6% (±13). For calculations, the students spent 3.4 hours (± 2) on modules over the 2-week period. The average course grade in the P1 Pharmacy Calculations course was 92.7% (±9.5).

Conclusions. Students successfully completed 100% of Calculations modules in ALEKS and the final average achievement in ALEKS for Chemistry was 79%. Nevertheless, both programs allowed students to review relevant pre-requisite material in a low-stakes, self-paced environment. Long-term efficacy of this intervention will continue to be assessed.