Objectives. To evaluate the effect of electronic integration of embedded prerequisite information (EPI) on student learning. Design. Specific prerequisite information presented in a Chemical Basis of Drug Action course and important to understanding new topics presented in subsequent courses was identified and embedded in online course materials using pop-ups and hyperlinks. Students were encouraged to review the EPI. Assessment. There was no significant difference (P,0.05) between student performance on examination 3, which covered embedded information, and student performance on examination 1 which did not. Employing the Likert scale, a cumulative average of 75% and 87% of the campus and distance students rated the impact of EPI slightly positive to positive, respectively. Conclusion. Although student performance did not improve with the introduction of EPI, both campus and distance students viewed the EPI positively
