Limited Predictive Utility of Admissions Scores and Objective Structured Clinical Examinations for APPE Performance

Abstract

Objective. To examine the relationship between admissions, objective structured clinical examination (OSCE), and advanced pharmacy practice experience (APPE) scores. Methods. Admissions, OSCE, and APPE scores were collected for students who graduated from the doctor of pharmacy (PharmD) program in spring of 2012 and spring of 2013 (n5289). Pearson correlation was used to examine relationships between variables, and independent t test was used to compare mean scores between groups. Results. All relationships among admissions data (undergraduate grade point average, composite PCAT scores, and interview scores) and OSCE and APPE scores were weak, with the strongest association found between the final OSCE and ambulatory care APPEs. Students with low scores on the final OSCE performed lower than others on the acute care, ambulatory care, and community APPEs. Conclusion. This study highlights the complexities of assessing student development of noncognitive professional skills over the course of a curriculum.

Examining the Association of GPA and PCAT Scores on Objective Structured Clinical Examination Scores

“…In one of the few available published studies, McLaughlin and colleagues found only weak relationships between admissions data and OSCE and APPE scores. 8 The medical literature in this area is also inconclusive.…”

APPE Evaluations are Positively Associated with MMI, Pre-pharmacy GPA and Pharmacy GPA

“…21 A study that explored relationships between admission variables, including a standard structured interview with faculty, performance scores from objective structured clinical examinations (OSCE) students took as part of the curriculum, and final evaluation scores from APPEs indicated admission interviews were not predictive of APPE performance. 8 By design, the MMI circumvents many of the limitations associated with assessing behavioral/social traits inherent in standard or structured interviews. 8 We have previously shown that poor MMI scores predicted academic difficulty in the didactic portion of their institution's PharmD curriculum.…”

“…8 By design, the MMI circumvents many of the limitations associated with assessing behavioral/social traits inherent in standard or structured interviews. 8 We have previously shown that poor MMI scores predicted academic difficulty in the didactic portion of their institution's PharmD curriculum. 11 The results of the current analysis specifically demonstrate that MMI scores show positive associations with mean rotation scores in the APPE year, the largest…”

“…Nonetheless, predicting future success based upon admissions criteria is challenging, thus ACPE requires that schools of pharmacy have in place a monitoring program for identifying admitted students at risk of academic and behavioral concerns including those that arise during the Advanced Pharmacy Practice Experiences (APPE). 3,[6][7][8][9] There are many studies in the literature that show pre-pharmacy GPA and PCAT scores are early identifiers of at-risk students and correlate with student success in the PharmD curriculum. 6,7,[9][10][11][12][13][14][15] These factors can be easily assessed in the admissions process.…”

A Qualitative Approach to Improving Advanced Pharmacy Practice Experiences in an ACPE International Certified Program

“…25 Furthermore, McLaughlin and colleagues confirmed the weak association between OSCE scores and APPE performance. 26 Although no direct association between actual student performance and evaluations have been reported, both standardized patient assessment programs and capstone courses have been used to prepare students for APPE rotations with the majority of students successfully completing the programs and courses, respectively. [27][28][29] Regardless, basic orientation sessions provided to students are an essential component of each rotation and responsibility has been directed towards the preceptors.…”