A Process for Curricular Improvement Based on Evaluation of Student Performance on Milestone Examinations

Hernick, Marcy; Hylton, Ann C.; Justice, Michael

doi:10.5688/ajpe809159

Cited by 9 publications

(2 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This model is also the first to include a midpoint evaluation, as other studies have only explored the Pharmacy Curriculum Outcomes Assessment (PCOA), which is analogous to a midpoint assessment across pharmacy schools in the United States [ 24 , 26 ]. Additionally, it suggests potential curriculum revisions to optimize student success, such as re-evaluating course weight, structure, and assessments based on identified associations, particularly courses with inverse relationships to performance in clinical rotations and the PEBC Pharmacist Qualifying Examination [ 27 ].…”

Section: Discussionmentioning

confidence: 99%

“…To prevent any variables of particular interest from being eliminated by backward selection, the research team identified critical courses/inputs and ensured their inclusion in the model. The following were selected based on a consideration of those that had demonstrated statistically significant correlations with certain entry-to-practice milestones in the published literature, and those that are compulsory components of the curriculum with direct applicability to the provision of patient care [ 8 , 9 , 10 , 12 , 13 , 17 , 18 , 19 , 21 , 22 , 23 , 24 , 25 , 26 , 27 ]: Integrated Patient-Focused Care series courses: PHARM 220, 221, 222, 223, 320, 321, 323, 324, and 422; Professional Practice series courses: PHARM 129, 130, 228, 229, 329, and 330; Pharmacokinetics: PHARM 224; Co-op work-term scores; PharmD rotation scores; Midpoint assessment MCQ scores; Year 1, 2, 3, and 4 OSCE scores. …”

Section: Methodsmentioning

confidence: 99%

See 1 more Smart Citation

The Association between Academic Performance and Entry-to-Practice Milestones within a Co-Operative Education PharmD Program

Syed,

Huang,

Goh

et al. 2024

Pharmacy

View full text Add to dashboard Cite

Research on associations between student performance in pharmacy programs and entry-to-practice milestones has been limited in Canada and in programs using a co-operative (co-op) education model. Co-op exposes students to a variety of opportunities both within direct patient care roles and in non-traditional roles for pharmacists, such as policy, advocacy, insurance, research, and the pharmaceutical industry. The purpose of this research is to analyze associations between student grades and evaluations achieved in the University of Waterloo (UW) Doctor of Pharmacy (PharmD) co-op program and success rates on entry-to-practice milestones, including the Pharmacy Examining Board of Canada (PEBC) Pharmacist Qualifying Examination and performance on final-year clinical rotations. Grades and evaluations from courses, co-op work terms, clinical rotations, and PEBC exam data from three graduating cohorts were obtained. A multiple regression analysis was performed to explore associations between student evaluations and PEBC Pharmacist Qualifying Examination and clinical rotation performance. Holding all other variables constant, grades in anatomy/physiology were negatively correlated with scores on the PEBC Pharmacist Qualifying Examination, while grades in one of the professional practice courses showed a positive relationship with the same examination. Students with higher grades in a problem-based learning capstone therapeutics course, in their first co-op work term, and in the direct patient care co-op work term tended to score higher on clinical rotations. Co-op performance was not significant in predicting PEBC performance. However, complimentary descriptive analysis underscored that students with a co-op rating of good or below were more likely to fail courses, midpoint evaluations, Objective Structured Clinical Examinations (OSCEs), and PEBC measures. Multiple predictors of performance on final-year clinical rotations and the PEBC Pharmacist Qualifying Examination were identified. This predictive model may be utilized to identify students at risk of underperforming and to facilitate early intervention and remediation programs, while also informing curricular revision.

show abstract

Section: Discussionmentioning

confidence: 99%