Technological Platform for the Delivery of Additional Learning Requirements (ALRs): A Pilot Study by Sapienza University of Rome

To access Health Professions degree programs in Italy, students must pass a national entrance test. Those who do not reach the minimum required scores in Biology, Chemistry, or Physics are assigned Additional Learning Requirements (ALRs), which must be fulfilled within the first academic year to avoid academic restrictions. In 2024, Sapienza University of Rome introduced thefaculty, a digital learning platform, as the primary tool for ALR remediation. This pilot study aimed to evaluate the effectiveness of thefaculty in supporting students’ completion of ALRs and improving subsequent exam performance in Health Professions degree programs. A total of 1,451 first-year students with ALRs in at least one subject were enrolled in October 2024. Students used the thefaculty platform, which offers structured modules including video lessons, downloadable materials, quizzes, and a final certification test. Data on ALR completion and exam outcomes were collected and analyzed using descriptive statistics and Pearson’s correlation. Subgroup analyses by degree course were also conducted. ALR pass rates were 78% in Biology, 79% in Chemistry, and 71.7% in Physics. Final exam success rates following ALR completion were 53.5%, 54.8%, and 58.3% respectively. Notable improvements were observed across several degree programs, particularly in Occupational Therapy, Nursing, and Speech Therapy, with pass rates increasing significantly compared to the previous academic year. Courses such as Dental Hygiene and Audioprosthetic Techniques achieved 100% pass rates in all subjects. The integration of thefaculty significantly enhanced the efficiency and effectiveness of ALR remediation at Sapienza University of Rome. The platform’s structured, accessible content supported autonomous learning and led to measurable improvements in academic performance. These findings support further development of the platform—such as the inclusion of adaptive pathways and real-time tutoring—and suggest its potential scalability across institutions. Future research should explore student engagement, longitudinal outcomes, and comparisons with alternative digital learning models.