Admission Variables Predictive of Academic Struggle in a PharmD Program

To characterize and describe admission variables predictive of poor grade attainment by students in 2 pathways to a doctor of pharmacy (PharmD) program. A retrospective analysis of course grades of PharmD students admitted from 2000 to 2009 (N = 1,019) in the traditional degree pathway ("1 plus...

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Bibliographic Details
Published in:American journal of pharmaceutical education 2013-01, Vol.77 (1), p.1
Main Authors: Schauner, Stephanie, Hardinger, Karen L, Graham, Maqual R, Garavalia, Linda
Format: Article
Language:English
Subjects:
Academic Achievement
ACT assessment
College students
Core curriculum
Grade Point Average
Longitudinal Studies
Pharmaceutical Education
Pharmacy
SAT assessment
School Holding Power
Schools
Science
Secondary schools
Studies
Success
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Summary:To characterize and describe admission variables predictive of poor grade attainment by students in 2 pathways to a doctor of pharmacy (PharmD) program. A retrospective analysis of course grades of PharmD students admitted from 2000 to 2009 (N = 1,019) in the traditional degree pathway ("1 plus 5" degree program) and the provisional pathway (admitted directly from high school) was performed. Four hundred three grades of D or less were earned by 183 (18%) students. There were more grades of D or less in the first pharmacy year. Receipt of an unsatisfactory grade was associated with all Pharmacy College Admission Test (PCAT) subcategory scores, PCAT composite score, cumulative prepharmacy coursework hours, prepharmacy grade point average (GPA), prepharmacy science and math GPA, and interview score for accepted students in the traditional pathway. For students in the provisional pathway, PCAT-quantitative analysis, PCAT composite score, prepharmacy cumulative GPA, prepharmacy science and math GPA, English American College Testing (ACT) score, and composite ACT score predicted poor grades. Admissions committees should heed PCAT scores and GPAs, regardless of program pathway, while progression committees should focus on early program coursework when designing strategies to optimize retention. [PUBLICATION ABSTRACT]
ISSN:0002-9459
1553-6467