(351) Evaluating Practice Readiness After a Curriculum Change Integrating Important 200 Medications into Pharmacotherapeutics Courses.

Objective : To assess the impact of a curricular change with Important 200 medication content on student exam performance and pre-Advanced Practice Pharmacy Experiences (APPE) practice readiness assessments (PRAs).

Methods: The curricular change integrated Important 200 information that was previously in an interprofessional education course series into a five-semester pharmacotherapeutic course series. This retrospective study compares exam scores and PRA pass rates between cohorts before and after the curricular change. Occurring in the spring of the third professional year, PRAs are comprised of four exams that each assess 50 medications. Students earning less than 70% on any exam require a retake. Students receiving less than 70% on the retake require remediation, delaying the start of APPE rotations. Data collected from cohorts graduating in 2021-2023 included final PRA scores, first retake scores, and whether remediation was required. The cohorts graduating in 2024-2026 experienced the curricular change. Additional data collected from these cohorts included Important 200 practice Canvas quiz attempts and performance on Important 200 questions on pharmacotherapeutics exams. Trend analyses and correlation matrixes were utilized for comparisons.

Results: The 2025 cohort with full material integration had the lowest number of students requiring a retake for the first practice readiness exam. This cohort had nine students requiring a retake, while in previous cohorts an average of 24 students required a retake for the first exam each year. Additionally, the class of 2025 had the highest exam 1 average of 83% compared to previous averages of 77%.

Conclusions: Preliminary results show that PRA scores increased, and the number of retakes decreased after the curricular change. Data from the spring 2024 semester will be analyzed and included in the poster.