(122) Assessment of Student Wellbeing after Curricular De-densification in an Integrated Learning Experience Course Sequence

Objective : To assess the impact of de-densifying an integrated learning experience (ILE) course sequence spanning three years on pharmacy student wellbeing.

Methods: At Auburn University Harrison College of Pharmacy, curricular de-densification occurred by transitioning from a 5-day/15-hour per week to a 4-day/12-hour per week ILE course sequence to address student and faculty workload and wellbeing. After one semester, a 22-item survey was administered to first through third year (P1-P3) pharmacy students, which collected baseline demographics and how students utilized the non-ILE course day. Additionally, the P2/P3 students were asked how the change affected their wellbeing including mental and physical health and academic performance, and their preference for a 4-day versus 5-day course. Descriptive statistics were used to summarize data and describe overall trends.

Results: Overall, 206 of 389 (53%) students responded. Students primarily reported using the non-ILE day to study or complete coursework, personal errands and activities. Of P2/P3 respondents (N=141), 104 (73.8%) reported improvement in their mental health and 98 (69.5%) reported improvements in physical health/self-care. Improvements were noted in over half of respondents in managing stress, anxiety/depression, socialization and interpersonal relationships, emotional stability, sleep, exercise, and relaxation. Seventy (49.6%) students noted academic improvements with 56 (39.7%) feeling it was due to the 4-day change. Forty (28.4%) noted no change while 23 (16.3%) reported a decline in performance, most owing to causes other than the 4-day change. Overall, 126 of 141 (89.4%) preferred the 4-day to 5-day ILE week.

Conclusions: De-densifying from a 5-day to 4-day ILE week removed approximately 30 hours/semester of class time, allowing additional time for students to complete academic and personal activities. The change positively impacted multiple areas of wellbeing in most P2/P3 students.