Evaluation of Student Factors Associated with Pre-NAPLEX Scores

To inform this, the authors examined the effects of student demographics, baseline factors (language assessment and situational judgement test scores), prior performance (high school admission rank), course engagement, and student time management of pre-class online activities on student performance in course examinations and objective structured clinical examination (OSCE) problem solving and communication scales. Methods. Study participants were one cohort of pharmacy students enrolled in a five-year combined Bachelors and Masters of Pharmacy degree program at Monash University Faculty of Pharmacy and Pharmaceutical Sciences. Data were collected from course, learning management system, and institutional databases. Data were analyzed for univariate, bivariate, and multivariate associations (four linear regression models) between explanatory factors and outcome variables. Results. The dataset included three years of data on 159 pharmacy students from one institution. Statistically significant positive predictors of OSCE communication performance included domestic (ie, Australian) student designation, higher baseline written English proficiency, and pre-class online activity completion. Positive predictors of OSCE problem solving included workshop attendance and low empathy as measured by a baseline situational judgment test (SJT). Positive predictors of year two end-of-course examinations included the Australian Tertiary Academic Rank, completing pre-class online activities prior to lectures, high integrity as measured by a SJT, and the pre-class online activity completion. Conclusion. Several explanatory factors predicted student examination and OSCE performance in the regression models. Future research should continue to study additional contexts, explanatory factors, and outcome variables.

Section: A J P E a C C E P T E D D R A F Tmentioning

confidence: 99%

Predictors of Pharmacy Student Performance on Written and Clinical Examinations in a Flipped Classroom Curriculum

Lyons

Brock

Malone

et al. 2020

“…However, newer data, although limited by a single institution and pre-NAPLEX outcomes, are not strongly indicative of this relationship. 30 In terms of leadership and faculty qualifications, Popovich and colleagues 17 and Brazeau 31 suggest a link between leadership and program outcomes. Popovich and colleagues 17 further contest that many programs rely on faculty and administrators with minimal practice knowledge or academic experience to deliver core components of program curricula.…”

Section: Resultsmentioning

confidence: 99%

An Exploratory Analysis of PharmD Program Value Using the Tuition: Licensure Index

Ford

2020

Objective. To assess the value of a Doctor of Pharmacy (PharmD) program using the Tuition: Licensure Index (TLI), a de novo metric combining tuition and licensure pass rates. Methods. The TLI is a ratio of program tuition and licensure pass rates, where separate indices are derived for the North American Pharmacist Licensure Examination or NAPLEX (ie, TLI-N) and the Multistate Pharmacy Jurisprudence Examination (ie, TLI-M). The TLI can be further nuanced depending on use of in-state (ie, TLI-N i and TLI-M i) or out-of-state (ie, TLI-N o and TLI-M o) tuition. The TLI-N for the 2018 cohort was used in this analysis. Total program tuition and NAPLEX pass rates were obtained from publicly available sources. Differences in traditional vs accelerated and public vs private programs were examined using the TLI-N categories "one or less" and "greater than one." Results. While differences in TLI-N i category (ie, "one or less" and "greater than one") for traditional vs accelerated PharmD programs were not significant, a major difference was found in the TLI-N i category for public vs private programs. No differences in the TLI-N o category for public vs private or for traditional vs accelerated programs were found. Conclusion. In-state public (vs private) PharmD programs may be preferable for optimizing value. Prospective students are encouraged to consider a school's tuition and licensure pass rates when selecting a PharmD program.

“…Relative risk ratios below 3 are viewed with suspicion. 8 For phase 1, selection of the best proxy for end-ofprogram (terminal) GPA performance, student scores for first semester GPA (GPA1), cumulative GPA at the end of the didactic curriculum (GPA6), cumulative GPA at the end of the curriculum (GPA8), NAPLEX first attempt score, and MPJE first attempt score were analyzed to determine the correlation between the variables. The bottom decile percentile rank scores for GPA6 and GPA8 were compared to on-time graduation, NAPLEX failure, and MPJE failure dummy variables using a cross tabulation analysis.…”

Section: Methodsmentioning

confidence: 99%

“…7 Chisholm-Burns et al found significant correlations between pre-NAPLEX performance and Pharmacy College Admission Test (PCAT) scores, race/ethnicity, and pharmacy school GPA. 8 Alston and colleagues studied prepharmacy and first semester performance to identify variables that could be used to identify students most at risk to fail to graduate on time. Students with a first semester GPA below 3.0 were 17.6 times more likely to fail, and students with a second semester GPA below 3.0 were 35.8 times more likely to fail.…”

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.