Title: Impact of End-of-Class Formative Math Assessments on Student Confidence and Exam Preparation in a Pharmacokinetics Course

Purpose: Pharmacokinetics (PK) is a cornerstone of the PharmD curriculum, yet many students struggle due to math anxiety, inconsistent practice, and the cumulative nature of calculations. Since accuracy is essential for patient safety and accreditation, pharmacy education must build mastery that supports both short-term exams and long-term clinical application. Traditional strategies often boost immediate performance but not retention. Gagné’s Conditions of Learning emphasize active, learner-centered approaches for durable skills. To address this, the Philadelphia College of Osteopathic Medicine (PCOM) School of Pharmacy implemented end-of-class formative math assessments in the 2024–2025 PK course to evaluate effects on learning, preparation, and confidence. Methods: An anonymous, faculty-developed 12-item survey was administered to third-year (P3) students enrolled in the PK course (n = 30). The survey included Likert-scale questions (1 = Strongly Disagree to 5 = Strongly Agree), multiple-choice items on study habits, and open-ended prompts for comments/feedback. Quantitative data were summarized using descriptive statistics, while open-ended responses were analyzed inductively to identify recurring themes. Results: Twenty students completed the survey, representing a 67% response rate. Prior to the pharmacokinetics (PK) course, only 15% strongly agreed they were confident in their pharmacy math skills. After end-of-class formative assessments were introduced, 75% strongly agreed the assessments helped identify weaknesses, though just 35% reported dedicating more time to those areas and 40% felt the quizzes reflected their outside practice. Importantly, 60% strongly agreed the assessments encouraged them to review problems before exams and better prepared them compared to other math-heavy courses. About half of respondents agreed the assessments improved their overall learning. Only 5% strongly agreed their quiz and exam grades were similar. Regarding study habits, 30% practiced 4–6 hours per week before the exam, rising to 40% the weekend prior. Likewise, 20% studied 6–8 hours weekly, which also rose to 40% on the exam weekend. Thematic analysis of open-ended responses revealed two main trends: requests for more practice opportunities and positive perceptions of low-stakes assessments as supportive, low-pressure learning tools. Conclusion: Implementation of end-of-class formative assessments in a PK course was associated with improved exam readiness, study behaviors, and confidence. These findings suggest that structured, low-stakes assessments may reinforce quantitative skills, reduce math anxiety, address inconsistent practice habits, and support long-term mastery of PK concepts. Embedding such strategies in pharmacy education may ultimately strengthen skill retention and protect patient safety.