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

Authors

  • Rebecca Lee Attridge University of the Incarnate Word Feik School of Pharmacy http://orcid.org/0000-0003-2162-3285
  • Lila LaGrange University of the Incarnate Word Feik School of Pharmacy
  • Bradi Frei University of the Incarnate Word Feik School of Pharmacy
  • Helmut Gottlieb University of the Incarnate Word Feik School of Pharmacy
  • Cheryl Horlen University of the Incarnate Word Feik School of Pharmacy
  • Kevin Lord University of the Incarnate Word Feik School of Pharmacy
  • Anita Mosley University of the Incarnate Word Feik School of Pharmacy
  • Sushma Ramsinghani University of the Incarnate Word Feik School of Pharmacy
  • Donald Sikazwe University of the Incarnate Word Feik School of Pharmacy
  • Amy Witte University of the Incarnate Word Feik School of Pharmacy
  • Alejandra Zertuche University of the Incarnate Word Feik School of Pharmacy
  • Rebecca Lynn Brady University of the Incarnate Word Feik School of Pharmacy

Keywords:

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

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. 

Author Biography

Rebecca Lee Attridge, University of the Incarnate Word Feik School of Pharmacy

Associate Professor – Department of Pharmacy Practice University of the Incarnate Word Feik School of Pharmacy Adjunct Assistant Professor – Division of Pulmonary Diseases and Critical Care Medicine The University of Texas Health Science Center at San Antonio Program Director – UIW Pharmacotherapy Residency

References

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Published

16/03/2017

Issue

Section

Research Article