Enrollment management strategies in the professional pharmacy program: A focus on progression and retention

Objective. To compare Pharmacy Curriculum Outcomes Assessment (PCOA) scaled scores and North American Pharmacist Licensure Examination (NAPLEX) pass rates in students who completed a twoweek intersession remediation or repeated a course with the scaled scores and pass rates of students who did not require any form of didactic remediation and did not have to repeat a course. Methods. Data examined for this study included NAPLEX/PCOA scores, NAPLEX pass/fail status, and remediation history for students at one college of pharmacy. Students from the graduating classes of 2016, 2017, and 2018 were organized into four groups: non-remediation, one course remediation and no repeats, more than one course remediation and no repeats, and one or more course repeats. Differences were analyzed using linear regression, logistic regression, and Pearson correlations. Results. The PCOA scores for students in the remediation groups were significantly lower than scores for students in the non-remediation groups, with a reduction of 37.8 to 50.9 points from the expected non-remediators' score. The NAPLEX scores for students who remediated more than one course or repeated one or more courses were 16-20 points lower compared to students who did not remediate. The likelihood of a student failing the NAPLEX was also not significantly lower for students who remediated one course but was significantly lower for other remediation groups. Conclusion. Although single course remediation in this curricular model appears to have minimal impact on NAPLEX outcomes and may be an acceptable intervention for many students, additional support and interventions may be warranted for students who qualify for remediation in multiple courses and/or for repeating a course.

Section: Introductionmentioning

confidence: 99%

Impact of Intersession Course Remediation on NAPLEX/PCOA Scores in an Accelerated Doctor of Pharmacy Program

Palmer

Esposito

Shin

et al. 2020

“…1 As the number and size of pharmacy training programs continues to increase while the number of applicants decreases, concerns about the decreasing number of qualified applicants arise. 2 Programs struggling to meet enrollment targets with a shrinking applicant pool may be compelled to consider prospects who do not meet historical standards. In addition, Rupp argues that when academic standards are relaxed, faculty members are often asked to exert more effort to support struggling students.…”

Section: Introductionmentioning

confidence: 99%

A 10-year Study of the Academic Progress of Students Identified as Low Performers after Their First Semester of Pharmacy School

Alston

Battise

Neville

2016

Objective. To examine whether pharmacy students characterized as low performers at the conclusion of their first semester remained low performers throughout their academic career. Methods. Bottom quartile performance on first semester grade point average (GPA) was compared to licensing examination success, cumulative grade point average at the end of the didactic education and whether the student graduated on time, using cross tabulation analysis. Relative risk ratios and confidence intervals were calculated. Results. Students in the bottom quartile for GPA at the end of their first semester in pharmacy school were approximately six times more likely not to graduate on time, not to pass the North American Pharmacist Licensure Exam on their first attempt and to remain in the bottom quartile for GPA at the end of their didactic education. Conclusion. This study suggests that pharmacy students who score in the bottom quartile for GPA at the end of their first semester are more likely to underperform academically unless they take corrective action.

“…3 There are several reports on the use of progress examinations in pharmacy education, including MileMarker or milestone examinations. [4][5][6][7][8][9][10] These are cumulative and comprehensive examinations designed to assess student learning, knowledge retention, and in some instances professional competencies. The composition of the examinations varies from exclusively multiple-choice questions (eg, general knowledge and case-based questions) to those with performance-based assessments through objective structured clinical examination (OSCE)/standardized patient assessment (SPA) activities.…”

Section: Introductionmentioning

confidence: 99%

“…The composition of the examinations varies from exclusively multiple-choice questions (eg, general knowledge and case-based questions) to those with performance-based assessments through objective structured clinical examination (OSCE)/standardized patient assessment (SPA) activities. [4][5][6][7][8][9][10] Ideally, no information about the content of the examination is provided to students ahead of time as assessing student performance immediately following focused study is not the desired intent of these examinations. The advantage of this type of examination over course examinations is that they should provide a more accurate evaluation of the knowledge and competencies acquired and retained by students.…”

Section: Introductionmentioning

confidence: 99%

“…Additionally, examinations with negative high-stakes incentives (ie, failure to progress in the curriculum) are more effective than low-stakes incentives (ie, remediation). 5 While there are several reports on the usefulness of progress examinations as a means for assessing student achievement of learning outcomes and clinical competencies in pharmacy education, [4][5][6][7][8][9][10] there are no reports on how the results from these examinations can be used for curricular improvements.…”

Section: Introductionmentioning

confidence: 99%

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

Hernick

Hylton

Justice

2016

Objective. To identify and address areas for curricular improvement by evaluating student achievement of expected learning outcomes and competencies on annual milestone examinations. Design. Students were tested each professional year with a comprehensive milestone examination designed to evaluate student achievement of learning outcomes and professional competencies using a combination of multiple-choice questions, standardized patient assessments (SPAs), and objective structured clinical examination (OSCE) questions. Assessment. Based on student performance on milestone examinations, curricular changes were instituted, including an increased emphasis on graded comprehensive cases, OSCE skills days, and use of patient simulation in lecture and laboratory courses. After making these changes, significant improvements were observed in second and third-year pharmacy students' grades for the therapeutic case and physician interaction/errors and omissions components of the milestone examinations. Conclusion. Results from milestone examinations can be used to identify specific areas in which curricular improvements are needed to foster student achievement of learning outcomes and professional competencies.