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It examines modality efficacy across Foundational Sciences 1 blocks and analyzes exam performance scores and answer quality, including holistic faculty rubric scoring. Flashcard resources with mechanism of action and adverse effects are tested for impact on OEQ quality, alongside student attitudes from a Qualtrics survey (IRB #19-27346).",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/pharmacology-exam-flashcards-friend-or-foe-exam-performance-student-opinions/393930/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/pharmacology-exam-flashcards-friend-or-foe-exam-performance-student-opinions/393930.png","ImageObject",300,407,{"name":92,"@type":93},"Aria","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-09-26",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How did the study measure students’ pharmacology application on exams?","Question",{"text":112,"@type":113},"Students’ performance on pharmacology components was assessed using open-ended questions (OEQs) on summative block exams. OEQ answer quality was scored by trained faculty using a holistic rubric and assigned a score from 1 to 6.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What teaching modality effects were found across Foundational Sciences 1 blocks?",{"text":117,"@type":113},"Across all blocks, 79–91% of students passed pharmacology OEQs on summative exams. Differences in student pass rates across blocks were limited, with only a difference between GS and PHD, while answer quality showed small but statistically significant differences across blocks.",{"name":119,"@type":110,"acceptedAnswer":120},"Did providing flashcards or other pharmacology resources on exams improve OEQ answer quality?",{"text":121,"@type":113},"Providing pharmacology resources on the REGN and PHD summative exams did not increase OEQ answer quality compared with GS, ABC, and BMB. Students’ survey responses also reflected mixed preferences regarding flashcards on exams.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},393930,1791695418,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":8,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":81,"preview_page_count":4},2336464648322,"https://ap-avatar.wpscdn.com/avatar/2200025388227c56fec?_k=1778556882303663488","Pharmacology Exam Flashcards: Friend or Foe?  \nExam Performance & Student Opinions  \nRupa Lalchandani Tuan, PhD & Marieke Kruidering-Hall, PhD  \nDepartment of Cellular & Molecular Pharmacology, University of California, San Francisco, CA  \n[Rupa. Tuan@ucsf.edu](Rupa. Tuan@ucsf.edu); [Marieke.Kruidering@ucsf.edu](Marieke.Kruidering@ucsf.edu)  \n\n| Background |\n| --- |\n| |\n| Ø Pharmacology content is taught using multiple teaching strategies nationally and at UCSF.\u003Cbr>Ø We need to train learners to be able to apply the information that they will have at their fingertips as 21st century physicians.\u003Cbr>Ø Ongoing research aims to identify specific strategies that best promote learning and application of pharmacology knowledge. 1,2\u003Cbr>Ø The UCSF Bridges curriculum is an integrated, organ systems-based curriculum. Students learn via multiple modalities (see Fig 1 ) . |\n\n\n| Purpose |\n| --- |\n| |\n| Ø We examine the efficacy of specific teaching modalities on application of pharmacology knowledge on Open Ended Questions (OEQs) on summative block exams.\u003Cbr>Ø We investigate impact of and student attitudes towards resource-enhanced exams.\u003Cbr>Ø We report on exam performance in which resources were provided in order to mimic “real life”, favoring application over memorization offacts. |\n\nMethods  \nØ Class of 2021 in Foundational Sciences 1 (F1) spanning 2017-2018 (n=149) .  \nØ Efficacy of teaching modality was measured by the number of students passing the pharmacology components on OEQs in the following F1 blocks:  \nØGS – Ground School  \nØABC – Airways, Blood, Circulation  \nØBMB – Brain, Movement, Behavior  \nØ*REGN – Renal, Endocrine, GI, Nutrition  \nØ*PHD – Pathogens, Host Defense  \nØ Number of students passing each pharmacology question were averaged per block. Averages were compared using a Chi-squared test with Yates correction.  \nØ For research purposes, OEQ performance was scored by trained faculty using a holistic rubric. Answer quality was assigned a score from 1-6. Scores were averaged and compared using repeated measures ANOVA.  \nØ *Flashcards containing mechanism of action and adverse effects were provided as resources on exams in these blocks (indicated with an asterisk) .  \nØ We collected student data using a 9-item Qualtrics survey at the end of F1 and calculated descriptive statistics.  \nIRB \\#: 19-27346  \n\n| Results |\n| --- |\n| Teaching Modalities\u003Cbr>Ø 79-91% of students passed pharmacology OEQs on summative exams in all Foundational Sciences 1 blocks, despite different modalities used per block.\u003Cbr>ØComparison of the number of students passing pharmacology OEQs across blocks yielded only a difference between GS and PHD (P = 0.02, Chi Sq test w/Yates correction) . Fig 1A\u003Cbr>Ø Answer quality scores (on a scale of 1 to 6) show small, but statistically significant differences between all blocks (Repeated Measures ANOVA) . Fig 1B\u003Cbr>Resources on Exam\u003Cbr>Ø Providing resources on the REGN and PHD summative exams did not result in higher OEQ answer quality scores when compared to GS, ABC, and BMB. Fig 1B\u003Cbr>Ø 46.4% of survey respondents preferred having flashcards on exams. Fig 2 |\n\nA  \n% Students Passing 91% 88% 89% 88% 79%  \nPharmacology OEQs:  \nB  \nOE Q Answer Quality Score  \n5.5  \n5.0  \n4.5  \n4.0  \nGS  \nABC  \nBMB  \nWrap-up Online  \nSession Video  \n+Pharm flash cards provided on exam  \nREGN  \nPHD  \nFigure 1: OEQ performance across blocks. (A) Percentage of students passing pharmacology OEQs across five organ-system based blocks (n = 149). (B) Average +/-SEM of pharmacology OEQ answer quality. Pie charts indicate modalities used (not proportional). Beige background indicates blocks (REGN, PHD) in which pharmacology resources were provided on summative exams. All blocks are significantly different from each other (Repeated Measures ANOVA).  \n\\#2: “Would you have preferred to have had flashcards on all exams in all blocks in F1?”  \n“In preparation for [boards...it](boards...it) would be most beneficial for students to have memorized","cbCaijG54SJ2pMPK","https://ap.wps.com/l/cbCaijG54SJ2pMPK","pdf",969428,"English","# Background\n# Purpose\n# Methods\n# Results\n## Teaching Modalities\n## Resources on Exam\n# Discussion & Limitations\n## Discussion\n## Limitations","[{\"question\":\"How did the study measure students’ pharmacology application on exams?\",\"answer\":\"Students’ performance on pharmacology components was assessed using open-ended questions (OEQs) on summative block exams. OEQ answer quality was scored by trained faculty using a holistic rubric and assigned a score from 1 to 6.\"},{\"question\":\"What teaching modality effects were found across Foundational Sciences 1 blocks?\",\"answer\":\"Across all blocks, 79–91% of students passed pharmacology OEQs on summative exams. Differences in student pass rates across blocks were limited, with only a difference between GS and PHD, while answer quality showed small but statistically significant differences across blocks.\"},{\"question\":\"Did providing flashcards or other pharmacology resources on exams improve OEQ answer quality?\",\"answer\":\"Providing pharmacology resources on the REGN and PHD summative exams did not increase OEQ answer quality compared with GS, ABC, and BMB. Students’ survey responses also reflected mixed preferences regarding flashcards on exams.\"}]","Pharmacology Exam Flashcards: Friend or Foe? - Exam Performance & Student Opinions | PDF",1790396409]