Why do applied science students find the science part of their degree difficult? The example of chemistry as part of a pharmacy degree

This research is the course content, assessments and professional registration exam, which is based on much of the content and skills[1] of the MPharm degree. Typically on a course the breakdown of marks is, science (chemistry): therapeutics (biology): pharmacy practice 1.00: 1.13: 1.38[2]. Academics are left pondering why does this disparity occur? Additionally, where an average of 36% was scored for an end of year science paper, marks ranged from 7.5% to 62%. How can students score 7.5% for a subject they have been studying for at least 3 years? Our hypothesis is a lack of engagement and motivation for these chemistry themes and their relevance. Variable intake skills may also contribute to a discrepancy. Unfortunately, other subjects suffer as a result of poor science underpinning[3]. Method aims at finding the root cause of “science avoidance” sampled by questionnaire. Given the evidence, differences in course design and modes of delivery of essential material are expected. One idea proposed as a solution has considered support classes or courses prior to the real start of the course. The findings showed that for about half of students the science component was their least favourite part of the course. Many students, disliked the mathematical aspects of the science base in particular. Recently the School had poorer performance in professional registration exams[3,4] based on calculations. A suitable modification of pedagogic approach and practice will be used. This should mean a better pass rate in the University and registration exam[4].