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Impact of an undergraduate microbiology prerequisite on infectious disease coursework outcomes in an accelerated pharmacy curriculum: a retrospective observational cohort study.

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Bibliographic Details
Title:	Impact of an undergraduate microbiology prerequisite on infectious disease coursework outcomes in an accelerated pharmacy curriculum: a retrospective observational cohort study.
Authors:	Smith, Troy J.¹ (AUTHOR) tjsmith@wmcarey.edu, Nosser, Joseph¹ (AUTHOR), Breese, Charles R.² (AUTHOR), Burmeister, Melissa A.² (AUTHOR)
Source:	Frontiers in Education. 2026, p1-10. 10p.
Subject Terms:	Prerequisites (Education), Communicable diseases, Pharmacy education, Educational outcomes, Curriculum planning, Academic achievement, Microbiology
Abstract:	Introduction: To foster student success as well as mitigate declining enrollment, many pharmacy schools are revising their undergraduate prerequisite coursework to include only those courses deemed critical for academic preparedness. The present study assessed whether taking undergraduate microbiology is associated with improved academic outcomes in the infectious disease portion of the didactic curriculum at an accelerated, three-year, Doctor of Pharmacy program. It was hypothesized that prior exposure to microbiology would confer an academic advantage in terms of curricular outcomes. Methods: A curricular approach that incorporates a targeted overview of essential microbiology concepts was outlined. Course and programmatic outcomes for six student cohorts who matriculated between 2018 and 2023 and completed the didactic curriculum were evaluated, with comparisons made between students who had taken undergraduate microbiology and those who had not. Results: Final grades in infectious disease-related foundational science and pharmacotherapeutic courses, as well as grade point average (GPA) at the end of the first and second didactic year, were similar between groups. These observations suggest that an intentional curricular design that bridges potential gaps in knowledge base may be a stronger determinant of student success than prerequisite coursework alone. Discussion: These findings challenge the educational value of requiring microbiology prior to matriculation and provide some justification for not including it as a prerequisite, as it may serve as a barrier by placing unnecessary burdens on applicants. Further evaluation of course requirements pre-matriculation and curricular design post-matriculation is warranted to ensure optimal alignment with competencies most supportive of student success. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	Introduction: To foster student success as well as mitigate declining enrollment, many pharmacy schools are revising their undergraduate prerequisite coursework to include only those courses deemed critical for academic preparedness. The present study assessed whether taking undergraduate microbiology is associated with improved academic outcomes in the infectious disease portion of the didactic curriculum at an accelerated, three-year, Doctor of Pharmacy program. It was hypothesized that prior exposure to microbiology would confer an academic advantage in terms of curricular outcomes. Methods: A curricular approach that incorporates a targeted overview of essential microbiology concepts was outlined. Course and programmatic outcomes for six student cohorts who matriculated between 2018 and 2023 and completed the didactic curriculum were evaluated, with comparisons made between students who had taken undergraduate microbiology and those who had not. Results: Final grades in infectious disease-related foundational science and pharmacotherapeutic courses, as well as grade point average (GPA) at the end of the first and second didactic year, were similar between groups. These observations suggest that an intentional curricular design that bridges potential gaps in knowledge base may be a stronger determinant of student success than prerequisite coursework alone. Discussion: These findings challenge the educational value of requiring microbiology prior to matriculation and provide some justification for not including it as a prerequisite, as it may serve as a barrier by placing unnecessary burdens on applicants. Further evaluation of course requirements pre-matriculation and curricular design post-matriculation is warranted to ensure optimal alignment with competencies most supportive of student success. [ABSTRACT FROM AUTHOR]
ISSN:	2504284X
DOI:	10.3389/feduc.2026.1819417