Using admissions criteria for predicting student failure outcomes of supplemental instruction and remediation in a Doctor of Pharmacy programme
Keywords:
Admissions, Supplemental Instruction, Remediation, Academic Performance, Success, Failure, Grade Point AverageAbstract
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.
References
American Association of Colleges of Pharmacy (AACP). (2015). Pharmacy School Admission Requirements 2013 – 2014 (online). Available at: http://www.aacp.org/resources/student/pharmacyforyou/ admissions/Pages/ default.aspx#prepharmacyrequirements. Accessed 16th August, 2015.
American Association of Colleges of Pharmacy (AACP). (2013) Fall 2012 Profile of Pharmacy Students (online). Available at: http://www. aacp.org/resources/research/institutionalresearch/Documents/Fall12_ Introduction.pdf. Accessed 16th August, 2015.
Accreditation Council for Pharmaceutical Education [ACPE]. (2015). Accreditation Standards and Guidelines for the Professional Program in Pharmacy Leading to the Doctor of Pharmacy Degree, version 2.0. (2011) (online). Available at: https://www.acpe-accredit.org/standards/. Accessed 16th August , 2015.
Allen, D.D. & Bond, C.A. (2001). Prepharmacy predictors of success in pharmacy school: grade point averages, Pharmacy College Admissions Test, communication abilities, and critical thinking skills. Pharmacotherapy, 21, 842-849.
Arendale, D. (1997) Supplemental Instruction (SI): Review of research concerning the effectiveness of SI from the University of Missouri-Kansas City and other institutions from across the United States (online). Available at: http://www.lsche.net/old/proceedings/ 967_proc/ 967proc_arendale.htm. Accessed 1st July, 2014.
Eva, K.W., Reiter, H.I., Rosenfeld, J., Trinh, K., Wood, T.J. & Norman, G.R. (2012). Association between a medical school admission process using the multiple mini-interview and national licensing examination scores. Journal of the American Medical Association, 308(21), 2233 – 2239.
Houglum, J.E., Aparasu, R.R. & Delfinis, T.M. (2005). Predictors of academic success and failure in a pharmacy professional program. American Journal of Pharmaceutical Education, 69, Article 43.
Kelley, K.A., Secnik, K. & Boye, M.E. (2001). An evaluation of the Pharmacy College Admissions Test as a tool for pharmacy college admissions committees. American Journal of Pharmaceutical Education, 65, 225-230.
Kuncel, N.R., Crede, M., Thomas, L.L., Klieger, D.M., Seiler, S.N. & Woo, S.E. (2005). A meta-analysis of the validity of the Pharmacy College Admission Test (PCAT) and grade predictors of pharmacy student performance. American Journal of Pharmaceutical Education, 69, Article 51.
Madden, M.M., Etzler, F.M., Schweiger, T. & Bell, H.S. (2012). The impact of pharmacy students’ remediation status on NAPLEX first-time pass rates. American Journal of Pharmaceutical Education, 76, Article 191.
McCall, K.L., Allen, D.D. & Fike, D.S. (2006). Predictors of academic success in a Doctor of Pharmacy program. American Journal of Pharmaceutical Education, 70, Article 106.
McCall, K.L., MacLaughlin, E.J., Fike, D.S. & Ruiz, B. (2007). Preadmission predictors of PharmD graduates’ performance on the NAPLEX. American Journal of Pharmaceutical Education, 71, Article 05.
McCarthy, M.A., Harris, D. & Tracz, S.M. (2014). Academic and nursing aptitude and the NCLEX-RN in baccalaureate programs. Journal of Nursing and Education, 53(3), 151 – 159.
Mosley, A.T., Maize, D.F. & LaGrange, L.P. (2013). Pharmacy students’ perception of a modified supplemental instruction program. Currents in Pharmacy Teaching and Learning, 5, 175-179.
Schauner, S., Hardinger, K.L., Graham, M.R. & Garavalia, L. (2013). Admissions variables predictive of academic struggle in a PharmD program. American Journal of Pharmaceutical Education, 77, Article 8.
Thomas, M.C. & Draugalis, J.R. (2002). Utility of the Pharmacy College Admission Test (PCAT): implications for admissions committees. American Journal of Pharmaceutical Education, 66, 47-51.
UMKC International Center for Supplemental Instruction Web Site. (2014). University of Missouri Kansas City (online). Available at: http://www.umkc.edu/asm/si/ programs.shtml. Accessed 16th August, 2015.
