A model to predict NAPLEX outcomes and identify students needing additional preparation

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

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.

An Exploration of the Relationship Between Pharmacy School Admission Variables and PGY1 Pharmacy Residency Program Match

OBJECTIVE

To explore the relationship between pharmacy school admission variables and matching to a postgraduate year 1 (PGY1) pharmacy residency program.

METHODS

Demographic data, academic indicators, and application review scores were collected for the 2017-2020 Doctor of Pharmacy (PharmD) graduating classes. Multiple mini-interview (MMI) scores were collected for the 2018-2020 PharmD graduating classes. Postgraduate year 1 matching data were collected for all students. Bivariate analyses were performed comparing students who matched to a PGY1 residency versus those who did not match versus those who did not pursue a residency. Logistic regression modeling was performed to explore predictors of matching to a PGY1 residency program.

RESULTS

A total of 616 students were included. Bivariate analyses revealed that students who matched to a PGY1 had a higher undergraduate grade point average, higher pharmacy college admissions test composite score, were younger in age, and were more likely to identify as female. Students who matched also scored higher on MMI stations with constructs related to integrity, adaptability, critical thinking, and why pursuing our school. Logistic regression modeling found that an increase in age was associated with lower odds of matching to a PGY1 (0.88 [0.78-0.99]) and an increase in composite MMI station score was associated with higher odds of matching (1.8 [1.31-2.47]).

CONCLUSION

Several pharmacy school admission variables were found to be associated with successful matching to a PGY1 residency. These findings have the potential for impact at a programmatic level when evaluating the weight of certain criteria for admission decisions and at the individual student level when providing career services support.

Drug Information Quizzes as Predictors of Student Success in Integrated Pharmacotherapy Courses

OBJECTIVE

To determine if drug quizzes (DQs) can serve as predictors of student success in pharmacy coursework.

METHODS

De-identified student exam and DQ data from 2 courses of the pharmacy curriculum were evaluated over 3 years. One-way analysis of variance, Spearman's rank correlation analysis, and Mann-Whitney U test were utilized to determine significant changes in student performance on exams and DQs over 3 years.

RESULTS

Over 3 years, significant changes in exam performance were accompanied by significant changes in student performance on the respective DQ. A significant positive correlation was observed between student performance on DQ and their scores on respective major examinations in 22 of 24 datasets. Finally, students failing an exam had significantly lower DQ scores compared to students passing an exam in most analyzed datasets across 3 years.

CONCLUSION

Drug quizzes can serve as a predictor of student success or failure in pharmacy courses.

Multi-institutional Analysis of Student and Program Variables as Predictors of Performance on the NAPLEX

Objective. Understanding student characteristics and risk factors for performance on the North American Pharmacist Licensure Examination (NAPLEX) may help schools and colleges of pharmacy target limited resources. This study aimed to evaluate two sets of Doctor of Pharmacy (PharmD) student variables for their effect on NAPLEX performance.Methods. Data were collected from five schools and colleges of pharmacy over three years (2016-2018). Relationships between variables were first examined with bivariate correlations, and then by a series of multiple regressions using a structural equation modeling approach. Two sets of analyses were conducted using the outcome variable of NAPLEX scaled score. The first set examined variables at admission to the program while the second set examined performance variables during the PharmD program.Results. Students' score on the Pharmacy Curriculum Outcomes Assessment (PCOA) had the highest bivariate correlation with their NAPLEX score, with area 4 and area 2 having the strongest correlations. The correlations of Pharmacy College Admission Test (PCAT) subtest scores with NAPLEX scores were significant but smaller. Admissions variables of incoming science grade point average (GPA) and PCAT area scores were significant predictors of performance on the NAPLEX, but these variables were entered in separate models as they explained the same variance (each approximately 15%). The PCOA area scores and GPA before starting advanced pharmacy practice experiences (pre-APPE GPA) were significant predictors and explained about 25% of the variance in NAPLEX scores.Conclusion Pharmacy students' PCOA area scores and pre-APPE GPA were significant predictors of their NAPLEX scores. Information in this study can be used by pharmacy schools to efficiently target support services to students for enhanced NAPLEX performance.

Systematic Review of Predictors of Success for the North American Pharmacist Licensure Examination

Objective. Studies have examined possible predictors of success on the North American Pharmacist Licensure Examination (NAPLEX). This systematic review investigated the literature on potential predictors of success on the NAPLEX.Findings. Articles were included in the review if they studied student characteristics and academic performance as independent variables and NAPLEX scores and/or pass rates as an outcome. Data were extracted from each article for students' demographics or variables, sample size, methods of statistical analyses, and results reporting correlation or predictability. From 40 articles retrieved from the initial search and sorting, 20 studies were included in the final review per inclusion criteria. Three studies included all the pharmacy programs, 15 were single-institution studies, two were multi-institution studies, and four had been published as posters. Among 30 different variables identified as potential predictors of success on the NAPLEX, the most examined variables were student age at matriculation, having a prior degree, Pharmacy College Admission Test (PCAT) scores, cumulative pharmacy school grade point average (GPA), overall Pharmacy Curriculum Outcomes Assessment (PCOA) scores, and PCOA content areas scores. Positively correlated factors included PCAT scores, not having a prior degree, prepharmacy and pharmacy school GPA, institutional characteristics, and PCOA scores. Negatively correlated factors included older age at admission.Summary. Cumulative pharmacy school GPA and PCOA scores were predictors of NAPLEX success consistently in the studies. The effects of preadmission student characteristics on NAPLEX success varied and were not consistently correlated or predictive.

A Scoping Review of the Pharmacy Curriculum Outcomes Assessment Literature

Objective. To identify themes, gaps, and sources of evidence from the literature regarding the Pharmacy Curriculum Outcomes Assessment (PCOA) to inform practice and additional areas for research in pharmacy education.Findings. Nineteen articles describing the administration and use of PCOA were identified. Since PCOA was made a curricular requirement by the Accreditation Council of Pharmacy Education in 2016, the focus of literature related to the PCOA has shifted from administration practices (four articles published before 2016 vs two articles published since) to determining models that may predict student performance on the assessment (two vs five articles) or how the examination might be used to predict future performance (one vs seven articles), especially on the North American Pharmacist Licensing Examination. While there is a growing body of literature focused on the PCOA's utility for measuring performance, few variables have been consistently used.Summary. This review found no studies with objectives that aligned with the initial intended use of the PCOA as defined by the National Association of Boards of Pharmacy, which included tracking individual student performance throughout the curriculum, benchmarking programs against other programs, and evaluating whether a program was meeting their desired outcomes. Additionally, no consensus across the Academy was found as to the proper use of the PCOA, and a paucity of literature exists regarding how the PCOA informs schools and colleges about the effectiveness of their curriculum. There is a need for the Academy to establish a uniform application for the PCOA in pharmacy schools, assess the resources that programs need to administer this required assessment, and determine the utility of the PCOA to measure curricular effectiveness and/or student performance.

Utilization of active learning approaches in medicinal chemistry and subsequent correlations with North American Licensure Examination and Pharmacy Curriculum Outcomes Assessment scores

INTRODUCTION

Student perceptions of active learning methods in medicinal chemistry education and correlation of those perceptions with academic performance measures have not been well studied.

METHODS

Perceived usefulness of six active-learning activities (study guides, team activities, assignments/quizzes, make your own questions, and two types of in-class live polls) was evaluated by survey. Correlations between perceived usefulness, active-learning activity grade, course grade, first-time North American Pharmacist Licensure Examination (NAPLEX) score, and Pharmacy Curriculum Outcomes Assessment (PCOA) score were examined.

RESULTS

Students perceived study guides as the most preferred activity while in-class live polls were least preferred. However, students agreed that all methods were useful to varying degrees. Although no significant correlation was seen between perceived utility of active-learning and course grades, positive correlations were observed between active-learning grades and NAPLEX (0.32), active-learning grades and PCOA (0.311), course grades and PCOA (0.449), and course grades and NAPLEX (0.483). Furthermore, correlation of PCOA and NAPLEX scores (0.456) was in line with previously published studies.

CONCLUSIONS

Students found active-learning approaches to be useful to varying degrees. Active-learning activity and course grades had moderate, positive correlations with both NAPLEX and PCOA scores, suggesting that these active-learning activities may contribute to success on standardized exams.

Association between graduates' factors and success rate on the Saudi Pharmacist Licensure Examination: A single-Institution cross-sectional study

Introduction

The Saudi Pharmacists Licensure Examination’s (SPLE) initial results were revealed in February 2020, which showed enormous inconsistency with the passing rates. Hence, we aimed to investigate the predictors of pharmacy graduates’ success rate on the SPLE of a single-college in Saudi Arabia.

Methods

In a cross-sectional study of 2019-graduates, data were collected via-phone interviews and retrieved from the college’s database. Graduates’ data were retrieved from the college’s database, which includes high school grade point average (GPA), General Aptitude Test, Scholastic Achievement Admission Test, preparatory year GPA, pharmacy GPA, and all courses' grades. The data collected via-phone interview includes information that was not recorded in the college’s database, such as date of birth, SPLE score, and the number of SPLE attempts. We only included students who agreed to be interviewed and had attempted the SPLE at least once. We developed a prediction model using correlational analyses and stepwise multiple linear regression to examine graduates’ factors in predicting success on the SPLE.

Results

Out of the 149 graduates, 105 fulfilled the inclusion criteria. Around 84% of them passed the SPLE. Correlation analyses showed a significant direct correlation between preparatory year GPA and pharmacy GPA with SPLE scores (r = 0.228, P = 0.0193 and r = 0.533, P < 0.0001, respectively). In addition, the results showed that all of the four SPLE content areas were positively correlated with SPLE scores (P < 0.0001). The stepwise multivariable regression showed that being a male graduate and scoring high-grade points in pharmacology and therapeutics courses were significantly associated with high SPLE scores (P = 0.0053, P = 0.0256, and P = 0.0001, respectively).

Conclusion

This single cross-sectional study found that being a male, pharmacology GPA, and therapeutics GPA were significantly associated with a higher SPLE score. Further studies should focus on the GPA cut off below which we should give remediation to improve SPLE passing rate.

Predictors of Student Failure or Poor Performance on Advanced Pharmacy Practice Experiences

Objective. To determine factors predictive of student failure or poor performance on advanced pharmacy practice experiences (APPEs) at a single pharmacy program. Methods. This retrospective cohort evaluated students entering the Doctor of Pharmacy (PharmD) program from 2012-2014 at St. Louis College of Pharmacy. Students who received a grade of F for one or more APPEs (failure group) were compared to all other students (non-failure group). A secondary evaluation compared students with a C or F on one or more APPEs (poor performers) to all other students (non-poor performers). Data were collected on didactic and experiential performance, identifiable professionalism issues from introductory pharmacy practice experiences (IPPEs), and academic honor code violations. Univariable and multivariable logistic regressions were performed to determine factors associated with APPE failure and poor performance. Results. A total of 669 students were analyzed. Twenty-eight students (4.2%) failed one or more APPEs and 81 students (12.1%) were identified as poor performers (grade of C or F). For the primary outcome, professional grade point average (GPA) of less than 2.7, practicum failure, IPPE professionalism issue(s), and pharmacotherapy course failure were identified for inclusion in the multivariable analysis. The IPPE professionalism issue(s) (HR 4.8 [95% CI 1.9-12.4]) and pharmacotherapy course failure (HR 4.2 [95% CI, 1.6-11.1]) were associated with APPE failure on multivariable regression. On the secondary analysis, the same variables were identified for multivariable regression, with professional GPA of less than 2.7 (HR 2.7 [95% CI 1.5-5]), IPPE professionalism issue(s) (HR 3.9 [95% CI 2.2-6.9]), and pharmacotherapy course failure (HR 2.0 [95% CI 1.1-3.7]) associated with poor performance. Conclusion. Poor academic performance and/or identified unprofessional behavior while completing IPPEs are associated with APPE failure and poor performance. Interventions should be aimed at identifying at-risk students and addressing risk factors prior to APPEs.