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Using admissions criteria for predicting student failure outcomes of supplemental instruction and remediation in a Doctor of Pharmacy programme

Rebecca Lee Attridge, Lila LaGrange, Bradi Frei, Helmut Gottlieb, Cheryl Horlen, Kevin Lord, Anita Mosley, Sushma Ramsinghani, Donald Sikazwe, Amy Witte, Alejandra Zertuche, Rebecca Lynn Brady

Abstract

Objective: To identify potential unique predictors of academic failure or success in a Doctor of Pharmacy programme using curricular experiences with supplemental instruction (SI) and remediation.

Methods: We assessed correlations between admissions variables, including grade point average (GPA) and Pharmacy College Admissions Test (PCAT) scores, with curricular performance measures, including SI and remediation, in 369 students over four years.

Results: Overall entry GPA, pre-requisite/pre-pharmacy GPA, and required maths and science GPA negatively correlated with number of SI enrolments and remediation. Lower PCAT verbal and quantitative ability scores negatively correlated with number of remediation sessions while lower PCAT chemistry and reading comprehension scores negatively correlated with number of SI enrolments and course failures. Overall entry, pre-requisite/pre-pharmacy, and required maths and science GPA; and PCAT composite, quantitative ability, and chemistry scores positively correlated with GPA after the first academic year and at graduation.

Conclusions: Students with higher GPAs and PCAT scores were less likely to need academic support. Lower GPAs and PCAT scores correlated to an increased likelihood of failure and predict need for academic assistance to ensure success. 


Keywords

Admissions, Supplemental Instruction, Remediation, Academic Performance, Success, Failure, Grade Point Average


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References

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