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Park SK, Chen AMH, Daugherty KK, Borchert JS. Perceptions of Remediation Policies and Procedures in Pharmacy Education. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2024; 88:100722. [PMID: 38823672 DOI: 10.1016/j.ajpe.2024.100722] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/25/2023] [Revised: 05/01/2024] [Accepted: 05/22/2024] [Indexed: 06/03/2024]
Abstract
OBJECTIVE This study aimed to (1) explore the perceptions of current remediation processes among pharmacy program administrators and faculty, and (2) identify factors surrounding successful or unsuccessful remediation in a pharmacy program. METHODS This qualitative study used the following 3 stakeholder focus groups with distinct perspectives: didactic faculty, experiential faculty, and administrators. A screening survey was used to identify eligible participants, and quota sampling was used to represent various institution types and stakeholder experience. Focus groups were conducted using structured interview questions by an expert interviewer who was not part of the research team. Data were coded using the constant comparison method until consensus was achieved on the identified themes. RESULTS Three themes associated with remediation were identified with 12 coded categories. The codes discussed by all 3 stakeholder groups included methods to identify students who need remediation, types of remediation, remediation challenges, consequences of remediation, remediation effectiveness, and necessary improvements to the remediation process. The didactic and experiential faculty groups discussed the management of remediation plans, methods of remediation prevention, and lessons learned from remediation. The timing of remediation was discussed by didactic faculty. The experiential faculty noted the need for preceptor development to provide timely feedback and ensure successful remediation. All 3 groups mentioned having clear policies and procedures for successful remediation. CONCLUSION Overall, faculty and administrators had similar perceptions regarding remediation practices. The differences in concerns about remediation were most notable between the experiential and didactic faculty. While all 3 groups believed that remediation may be useful and necessary, challenges remain and monitoring is needed to determine the most effective practices, particularly in experiential education.
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Affiliation(s)
- Sharon K Park
- Notre Dame of Maryland University, School of Pharmacy, Baltimore, MD, USA.
| | - Aleda M H Chen
- Cedarville University, School of Pharmacy, Cedarville, OH, USA
| | - Kimberly K Daugherty
- Sullivan University, College of Pharmacy and Health Sciences, Louisville, KY, USA
| | - Jill S Borchert
- Midwestern University, College of Pharmacy, Downers Grove Campus, Downers Grove, IL, USA
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2
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Truong M, Tolleson S, Ordonez ND, Tam VH. Correlating Advanced Pharmacy Practice Experience Exam Scores and Pharmacist Licensure Status in a Single Program. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2024; 88:101255. [PMID: 39089630 DOI: 10.1016/j.ajpe.2024.101255] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/09/2024] [Revised: 07/25/2024] [Accepted: 07/26/2024] [Indexed: 08/04/2024]
Abstract
OBJECTIVE Pharmacist licensure exam first-time pass rates have declined for several years. Predictors of licensure exam performance, including the Pharmacy College Admission Test, are no longer required, necessitating alternative strategies. Our aim is to assess the relationship between numerical scores on advanced pharmacy practice experience (APPE) exams and pharmacist licensure exams first-time pass rates. METHODS We conducted a single-center, retrospective, observational analysis. APPE examination results between May 2020 and November 2023 were analyzed for association with licensure information from the Texas State Board of Pharmacy. Exam scores were collected for student cohorts graduating from 2021 to 2022 as study cohort data. Correlation between exam scores and probability of successful licensure was assessed using logistic regression. A classification and regression tree analysis identified the most significant threshold. Predictive ability of the best-fit model was prospectively validated using the 2023 graduate cohort. RESULTS The overall licensure success rate was 80.6% for the study cohort (2021-2022, n = 206). Exam scores were well correlated to the likelihood of licensing success. The most significant threshold was 77.8%. The success rate was 82.5% vs 16.7% for those scoring above and below the threshold, respectively. The observed and predicted licensure success rates were 91.0% and 88.8%, respectively, in the validation cohort (2023, n = 89). The positive and negative prediction values were 94.9% and 40.0%, respectively. CONCLUSION The performances on APPE exams were reasonable in predicting the first-time licensure success rate for a graduating class. Our assessment appears promising as a risk-stratification tool for students in gaining successful pharmacist licensure.
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Affiliation(s)
- Mabel Truong
- Department of Pharmacy Practice and Translational Research, University of Houston College of Pharmacy, Houston, TX, USA.
| | - Shane Tolleson
- Department of Pharmacy Practice and Translational Research, University of Houston College of Pharmacy, Houston, TX, USA
| | - Nancy D Ordonez
- Department of Pharmacy Practice and Translational Research, University of Houston College of Pharmacy, Houston, TX, USA
| | - Vincent H Tam
- Department of Pharmacy Practice and Translational Research, University of Houston College of Pharmacy, Houston, TX, USA
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3
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Lajthia E, Law MG, Jorden J, Haynes B, Awuonda MK, Habib M, Karodeh YR, Wingate LT. The impact of critical thinking skills on student pharmacist GPA at a historically Black university. CURRENTS IN PHARMACY TEACHING & LEARNING 2024; 16:435-444. [PMID: 38594171 DOI: 10.1016/j.cptl.2024.04.003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/15/2023] [Revised: 03/30/2024] [Accepted: 04/04/2024] [Indexed: 04/11/2024]
Abstract
INTRODUCTION Limited information is available regarding whether malleable factors such as critical thinking skills are associated with academic performance among underrepresented minority pharmacy students. This study assessed the relationship between critical thinking skills and grade point average (GPA) among pharmacy students attending a Historically Black College. METHODS A cross sectional study design was utilized to evaluate the association between student's GPA and critical thinking skills. Demographic data and GPA were abstracted from student records. The health sciences reasoning test with numeracy was administered to pharmacy students at Howard University during the 2017 to 2018 academic year. Critical thinking scores were classified as weak, moderate, or strong/superior. A one way analysis of variance was conducted to ascertain if the average GPA differed based on critical thinking skills category. A multiple linear regression analysis was conducted to determine whether student's critical thinking skill category was associated with the cumulative GPA after accounting for other factors. RESULTS Among 217 students, the mean GPA among students with a weak critical thinking skills score (3.22 ± 0.40) was lower compared to students with a strong/superior score (3.39 ± 0.33) with a p-value of 0.029. After adjusting for other factors, a strong/superior critical thinking skills score was associated with a higher GPA (p-value = 0.024) in comparison to weak critical thinking skills. CONCLUSION Stronger critical thinking skills scores are associated with better academic performance among underrepresented minority pharmacy students.
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Affiliation(s)
- Estela Lajthia
- Assistant Professor Clinical and Administrative Pharmacy Sciences, Howard University College of Pharmacy, 2300 4(th) Street NW, Washington, DC 20059, USA
| | - Miranda G Law
- Associate Professor Clinical and Administrative Pharmacy Sciences, Howard University College of Pharmacy, 2300 4(th) Street NW, Washington, DC 20059, USA
| | - Jamila Jorden
- Assistant Professor Clinical and Administrative Pharmacy Sciences, Howard University College of Pharmacy, 2300 4(th) Street NW, Washington, DC 20059, USA
| | - Bryanna Haynes
- Professional Student, Howard University College of Pharmacy, 2300 4(th) Street NW, Washington, DC 20059, USA
| | - Mary K Awuonda
- Associate Professor Clinical and Administrative Pharmacy Sciences, Howard University College of Pharmacy, 2300 4(th) Street NW, Washington, DC 20059, USA
| | - Muhammad Habib
- Associate Dean of Academic Affairs and Professor, Howard University College of Pharmacy, 2300 4(th) Street NW, Washington, DC 20059, USA
| | - Youness R Karodeh
- Assistant Dean of NTDP and External Programs and Associate Professor, Howard University College of Pharmacy, 2300 4th Street NW, Washington, DC 20059, USA
| | - La'Marcus T Wingate
- Associate Professor Clinical and Administrative Pharmacy Sciences, Howard University College of Pharmacy, 2300 4(th) Street NW, Washington, DC 20059, USA.
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Brandon HH, Romanelli F. The North American Pharmacist Licensure Examination (NAPLEX) Pass Rate Conundrum. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2024; 88:100701. [PMID: 38641172 DOI: 10.1016/j.ajpe.2024.100701] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/24/2023] [Revised: 04/01/2024] [Accepted: 04/12/2024] [Indexed: 04/21/2024]
Abstract
As first-time pass rates on the North American Pharmacy Licensure Examination (NAPLEX) continue to decrease, pharmacy educators are left questioning the dynamics causing the decline and how to respond. Institutional and student factors both influence first-time NAPLEX pass rates. Pharmacy schools established before 2000, those housed within an academic medical center, and public rather than private schools have been associated with tendencies toward higher first-time NAPLEX pass rates. However, these factors alone do not sufficiently explain the issues surrounding first-time pass rates. Changes to the NAPLEX blueprint may also have influenced first-time pass rates. The number of existing pharmacy schools combined with decreasing numbers of applicants and influences from the COVID-19 pandemic should also be considered as potential causes of decreased first-time pass rates. In this commentary, factors associated with first-time NAPLEX pass rates are discussed along with some possible responses for the Academy to consider.
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Affiliation(s)
| | - Frank Romanelli
- University of Kentucky College of Pharmacy, Lexington, KY, USA; American Journal of Pharmaceutical Education, USA
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5
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Chilbert MR, Albanese N, Cieri-Hutcherson N, O'Brocta R, Woodruff AE, Maerten-Rivera J. NAPLEX Preparatory Perceptions from Recent Graduates at One College of Pharmacy. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2024; 88:100642. [PMID: 38185466 DOI: 10.1016/j.ajpe.2024.100642] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/05/2023] [Revised: 12/22/2023] [Accepted: 01/02/2024] [Indexed: 01/09/2024]
Abstract
OBJECTIVES The current study assessed how students prepared for the North American Pharmacist Licensure Examination (NAPLEX), and examined factors associated with first-time pass rates. In addition, updated information on student perceptions of several currently available NAPLEX preparation resources was collected. METHODS A survey was administered to 2022 graduates from 1 school, which collected data on student demographics, and NAPLEX-related items regarding when the exam was taken and how students prepared, including resources used. The association between first-time success (pass, no pass) and grade point average (GPA), timing of test date after graduation, effort toward exam, and number of hours studied was examined. In addition, student ratings of NAPLEX preparation resources in terms of usefulness, representativeness to actual examination, and monetary value were reported. RESULTS A total of 52 individuals completed the survey. Pharmacy GPA over 3.5, taking the NAPLEX within 60 days of graduation, and exerting moderate to extensive effort to pass the NAPLEX were all associated with higher first-time pass rates. All students reported using at least 1 RxPrep resource, which students rated highly and suggested the school provide as a resource for NAPLEX preparation. CONCLUSION This study found that taking the NAPLEX examination within 60 days of graduation, contributing moderate to extensive effort to pass the examination, as well as a cumulative GPA of 3.5 (out of 4) or above were related to success on the NAPLEX. Additionally, students reported high satisfaction with RxPrep resources.
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Affiliation(s)
- Maya R Chilbert
- University at Buffalo School of Pharmacy and Pharmaceutical Sciences, Buffalo, NY, USA.
| | - Nicole Albanese
- University at Buffalo School of Pharmacy and Pharmaceutical Sciences, Buffalo, NY, USA
| | | | - Richard O'Brocta
- University at Buffalo School of Pharmacy and Pharmaceutical Sciences, Buffalo, NY, USA
| | - Ashley E Woodruff
- University at Buffalo School of Pharmacy and Pharmaceutical Sciences, Buffalo, NY, USA
| | - Jaime Maerten-Rivera
- University at Buffalo School of Pharmacy and Pharmaceutical Sciences, Buffalo, NY, USA
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McLaughlin JE. Interrogating Consequential Validity Evidence in NAPLEX Studies Involving the Use of Demographic Variables. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2024; 88:100608. [PMID: 37866522 DOI: 10.1016/j.ajpe.2023.100608] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/11/2023] [Revised: 10/06/2023] [Accepted: 10/16/2023] [Indexed: 10/24/2023]
Abstract
OBJECTIVE to review the purpose, methods, and discussion of student demographics related to North American Pharmacist Licensure Examination (NAPLEX) performance; demographic characteristics, significant findings, and related text were extracted from each reviewed article as evidence of consequential validity. FINDINGS Nine articles met the inclusion criteria. Prior degree attainment (n = 8, 88.9%), age (n = 6, 66.7%), race/ethnicity (n = 6, 66.7%), and sex (n = 5, 55.6%) were the most common demographic variables included. One study found that prior degree attainment was negatively related to NAPLEX performance and no studies using this variable discussed their findings. Three studies found significant relationships between age and NAPLEX performance, attributing differences to older students for "unique psychosocial challenges and competing responsibilities" "greater maturity" and being more "professional." Measures of race/ethnicity differed in every study, with 3 reporting significant findings and 2 discussing their findings. Studies referenced literature suggesting that "minority groups" tended to score lower on standardized examinations while others referenced literature that suggests "standardized testing may not be predictive of the performance of minority students." Sex was not related to NAPLEX performance nor was it discussed in any studies. SUMMARY Consequential validity evidence is a critical yet underreported aspect of NAPLEX evaluation in pharmacy education. How demographic variables are selected, utilized, and discussed warrants further exploration and consideration by educators, scholars, and practitioners as these decisions can have important sociocultural and political implications.
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Affiliation(s)
- Jacqueline E McLaughlin
- Center for Innovative Pharmacy Education and Research, Division of Practice Advancement and Clinical Education, UNC Eshelman School of Pharmacy, University of North Carolina at Chapel Hill, Chapel Hill, NC, USA.
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7
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Sobieraj DM, Chen AMH, Kelsch MP, Lebovitz L, Spinler SA, Ray ME. NAPLEX Preparation Program Characteristics and Resources Associated With First-Time Exam Pass Rates. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2023; 87:100580. [PMID: 37531995 DOI: 10.1016/j.ajpe.2023.100580] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/10/2023] [Revised: 07/12/2023] [Accepted: 07/27/2023] [Indexed: 08/04/2023]
Abstract
OBJECTIVE Pharmacy colleges and schools invest substantial faculty effort and financial resources in North America Pharmacist Licensure Exam (NAPLEX) preparation, including vendor products purported to improve NAPLEX pass rates. The objective of this project was to examine NAPLEX preparation program characteristics associated with first-time pass rates. METHODS A national survey investigated which pharmacy schools provided a formal NAPLEX preparation program in the 2021/2022 academic year, and what resources students were required to use. Pharmacy school characteristics and the unique resources provided in NAPLEX preparation programs were separately analyzed for association with 2022 NAPLEX first-time pass rates. RESULTS The survey response rate was 71% (100 pharmacy schools). Of the 6 pharmacy school characteristics analyzed, offering a formal NAPLEX preparation program and private status were both weakly correlated with a decrease in the 2022 NAPLEX pass rate, while founding year of 2000 or earlier was weakly correlated with an increase in the pass rate. In a generalized linear model, a decrease in 2022 NAPLEX pass rate was associated with offering a formal NAPLEX preparation program (-5.90% [-11.55 to -0.23]) and with a 3-year accelerated curriculum (-9.15% [-15.55 to -2.75]). Of 12 resources required in NAPLEX preparation programs, 3 were weakly correlated with a decrease in 2022 pass rate: a vendor question bank, vendor review book/materials, and a live, synchronous faculty-led review. In a generalized linear model, a decrease in 2022 NAPLEX pass rate was associated with a live, synchronous faculty-led review (-6.62% [-11.16 to -2.08]). Among schools without a formal preparation program, NAPLEX pass rates consistently exceeded the national average in 2020, 2021, and 2022, while the proportion of schools with NAPLEX preparation programs and first-time pass rates above the national average dropped from 59% in 2021 and 58% in 2020 to 44% in 2022. CONCLUSION Simply implementing a NAPLEX preparation program is insufficient to overcome other systemic/programmatic influences of successfully passing the NAPLEX; programs should invest earlier resources to address NAPLEX competencies.
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Affiliation(s)
| | - Aleda M H Chen
- Cedarville University, School of Pharmacy, Cedarville, OH, USA
| | - Michael P Kelsch
- North Dakota State University, School of Pharmacy, Fargo, ND, USA
| | - Lisa Lebovitz
- University of Maryland, School of Pharmacy, Baltimore, MD, USA
| | - Sarah A Spinler
- Binghamton University, School of Pharmacy and Pharmaceutical Sciences, Johnson City, NY, USA
| | - Mary E Ray
- University of Iowa, College of Pharmacy, Iowa City, IA, USA
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8
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Rao S. Drug Information Quizzes as Predictors of Student Success in Integrated Pharmacotherapy Courses. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2023; 87:100087. [PMID: 37380280 DOI: 10.1016/j.ajpe.2023.100087] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/24/2022] [Revised: 02/10/2023] [Accepted: 02/24/2023] [Indexed: 06/30/2023]
Abstract
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.
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Affiliation(s)
- Shantanu Rao
- College of Pharmacy, The University of Findlay, Findlay, OH, USA.
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Talasaz AH, Donohoe KL, Van Tassell B, Truong A, Shaunak A, Wayne A, Brenner A, Cherian B, Long B, Clemons B, Cason C, Hoang CC, Tran C, Dent D, Quinn E, Allegra AG, Price G, Sharp H, Nguyen H, Gomez J, Hodge J, Lai J, Everett J, Hunt J, Zhang J, Zhang J, Hsu J, Bowles K, Rowe K, Loch K, Han K, Reid K, So L, Noble M, Puryear M, Dance M, Bland M, LaPorte M, Lowe N, DiStefano N, Crawford P, Spence R, Fleku S, Henderson S, Viramgama S, Lee S, Yang S, Vickhouse S, Saunders S, Roussel S, Cuffee T, Huynh T, Olajide T, Yousufzai Y. Curriculum mapping of accredited pharmacy programs in the United States. CURRENTS IN PHARMACY TEACHING & LEARNING 2023:S1877-1297(23)00154-5. [PMID: 37391352 DOI: 10.1016/j.cptl.2023.06.017] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/07/2022] [Revised: 05/25/2023] [Accepted: 06/18/2023] [Indexed: 07/02/2023]
Abstract
INTRODUCTION No current guidance exists to inform the content area credit hours for doctor of pharmacy (PharmD) programs in the United States (US). METHODS Public websites were accessed for all Accreditation Council for Pharmacy Education (ACPE) accredited PharmD programs in the US to record the credit hours devoted to drug therapy, clinical skills, experiential learning, scholarship, social and administrative sciences, physiology/pathophysiology, pharmacogenomics, medicinal chemistry, pharmacology, pharmaceutics, and pharmacokinetics/pharmacodynamics in the didactic curricula. Due to the high prevalence of programs that integrate drug therapy, pharmacology, and medicinal chemistry into a single course, we subdivided programs based upon whether drug therapy courses were "integrated" or "non-integrated." A regression analyses was conducted to explore the relationship between each content area and North American Pharmacist Licensure Examination (NAPLEX) pass rates and residency match rates. RESULTS Data were available for 140 accredited PharmD programs. Drug therapy had the highest credit hours in programs with both integrated and non-integrated drug therapy courses. Programs with integrated drug therapy courses had significantly more credit hours in experiential and scholarship and fewer credit hours in stand-alone courses for pathophysiology, medicinal chemistry, and pharmacology. Credit hours in content areas did not predict NAPLEX pass rate nor residency match success rate. CONCLUSIONS This is the first comprehensive description of all ACPE accredited pharmacy schools with credit hours broken down by content areas. While content areas did not directly predict success criteria, these results may still be useful to describe curricular norms or inform the design of future pharmacy curricula.
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Affiliation(s)
- Azita H Talasaz
- Virginia Commonwealth University School of Pharmacy, 410 North 12th Street, Richmond, VA 23298-0533, USA..
| | - Krista L Donohoe
- Virginia Commonwealth University School of Pharmacy, 410 North 12th Street, Richmond, VA 23298-0533, USA..
| | - Benjamin Van Tassell
- Virginia Commonwealth University School of Pharmacy, 410 North 12th Street, Richmond, VA 23298-0533, USA..
| | - Albert Truong
- Virginia Commonwealth University School of Pharmacy, 410 North 12th Street, Richmond, VA 23298-0533, USA
| | - Allison Shaunak
- Virginia Commonwealth University School of Pharmacy, 410 North 12th Street, Richmond, VA 23298-0533, USA
| | - April Wayne
- Virginia Commonwealth University School of Pharmacy, 410 North 12th Street, Richmond, VA 23298-0533, USA
| | - Autumn Brenner
- Virginia Commonwealth University School of Pharmacy, 410 North 12th Street, Richmond, VA 23298-0533, USA
| | - Benjamin Cherian
- Virginia Commonwealth University School of Pharmacy, 410 North 12th Street, Richmond, VA 23298-0533, USA
| | - Bradley Long
- Virginia Commonwealth University School of Pharmacy, 410 North 12th Street, Richmond, VA 23298-0533, USA
| | - Brianna Clemons
- Virginia Commonwealth University School of Pharmacy, 410 North 12th Street, Richmond, VA 23298-0533, USA
| | - Caitlyn Cason
- Virginia Commonwealth University School of Pharmacy, 410 North 12th Street, Richmond, VA 23298-0533, USA
| | - Catherine Chi Hoang
- Virginia Commonwealth University School of Pharmacy, 410 North 12th Street, Richmond, VA 23298-0533, USA
| | - Christine Tran
- Virginia Commonwealth University School of Pharmacy, 410 North 12th Street, Richmond, VA 23298-0533, USA
| | - David Dent
- Virginia Commonwealth University School of Pharmacy, 410 North 12th Street, Richmond, VA 23298-0533, USA
| | - Erin Quinn
- Virginia Commonwealth University School of Pharmacy, 410 North 12th Street, Richmond, VA 23298-0533, USA
| | - Anthony Garrett Allegra
- Virginia Commonwealth University School of Pharmacy, 410 North 12th Street, Richmond, VA 23298-0533, USA
| | - Graham Price
- Virginia Commonwealth University School of Pharmacy, 410 North 12th Street, Richmond, VA 23298-0533, USA
| | - Haley Sharp
- Virginia Commonwealth University School of Pharmacy, 410 North 12th Street, Richmond, VA 23298-0533, USA
| | - Huyen Nguyen
- Virginia Commonwealth University School of Pharmacy, 410 North 12th Street, Richmond, VA 23298-0533, USA
| | - Jason Gomez
- Virginia Commonwealth University School of Pharmacy, 410 North 12th Street, Richmond, VA 23298-0533, USA
| | - Jennifer Hodge
- Virginia Commonwealth University School of Pharmacy, 410 North 12th Street, Richmond, VA 23298-0533, USA
| | - Jessica Lai
- Virginia Commonwealth University School of Pharmacy, 410 North 12th Street, Richmond, VA 23298-0533, USA
| | - Jordan Everett
- Virginia Commonwealth University School of Pharmacy, 410 North 12th Street, Richmond, VA 23298-0533, USA
| | - Joseph Hunt
- Virginia Commonwealth University School of Pharmacy, 410 North 12th Street, Richmond, VA 23298-0533, USA
| | - Josh Zhang
- Virginia Commonwealth University School of Pharmacy, 410 North 12th Street, Richmond, VA 23298-0533, USA
| | - Joshua Zhang
- Virginia Commonwealth University School of Pharmacy, 410 North 12th Street, Richmond, VA 23298-0533, USA
| | - Jun Hsu
- Virginia Commonwealth University School of Pharmacy, 410 North 12th Street, Richmond, VA 23298-0533, USA
| | - Katherine Bowles
- Virginia Commonwealth University School of Pharmacy, 410 North 12th Street, Richmond, VA 23298-0533, USA
| | - Kayla Rowe
- Virginia Commonwealth University School of Pharmacy, 410 North 12th Street, Richmond, VA 23298-0533, USA
| | - Kaylin Loch
- Virginia Commonwealth University School of Pharmacy, 410 North 12th Street, Richmond, VA 23298-0533, USA
| | - Khiem Han
- Virginia Commonwealth University School of Pharmacy, 410 North 12th Street, Richmond, VA 23298-0533, USA
| | - Kodi Reid
- Virginia Commonwealth University School of Pharmacy, 410 North 12th Street, Richmond, VA 23298-0533, USA
| | - Lisa So
- Virginia Commonwealth University School of Pharmacy, 410 North 12th Street, Richmond, VA 23298-0533, USA
| | - Madison Noble
- Virginia Commonwealth University School of Pharmacy, 410 North 12th Street, Richmond, VA 23298-0533, USA
| | - Madison Puryear
- Virginia Commonwealth University School of Pharmacy, 410 North 12th Street, Richmond, VA 23298-0533, USA
| | - Makeisha Dance
- Virginia Commonwealth University School of Pharmacy, 410 North 12th Street, Richmond, VA 23298-0533, USA
| | - Megan Bland
- Virginia Commonwealth University School of Pharmacy, 410 North 12th Street, Richmond, VA 23298-0533, USA
| | - Michael LaPorte
- Virginia Commonwealth University School of Pharmacy, 410 North 12th Street, Richmond, VA 23298-0533, USA
| | - Nia Lowe
- Virginia Commonwealth University School of Pharmacy, 410 North 12th Street, Richmond, VA 23298-0533, USA
| | - Nicholas DiStefano
- Virginia Commonwealth University School of Pharmacy, 410 North 12th Street, Richmond, VA 23298-0533, USA
| | - Priscila Crawford
- Virginia Commonwealth University School of Pharmacy, 410 North 12th Street, Richmond, VA 23298-0533, USA
| | - Rowan Spence
- Virginia Commonwealth University School of Pharmacy, 410 North 12th Street, Richmond, VA 23298-0533, USA
| | - Sandra Fleku
- Virginia Commonwealth University School of Pharmacy, 410 North 12th Street, Richmond, VA 23298-0533, USA
| | - Sarah Henderson
- Virginia Commonwealth University School of Pharmacy, 410 North 12th Street, Richmond, VA 23298-0533, USA
| | - Saumya Viramgama
- Virginia Commonwealth University School of Pharmacy, 410 North 12th Street, Richmond, VA 23298-0533, USA
| | - Sera Lee
- Virginia Commonwealth University School of Pharmacy, 410 North 12th Street, Richmond, VA 23298-0533, USA
| | - Sooin Yang
- Virginia Commonwealth University School of Pharmacy, 410 North 12th Street, Richmond, VA 23298-0533, USA
| | - Stanley Vickhouse
- Virginia Commonwealth University School of Pharmacy, 410 North 12th Street, Richmond, VA 23298-0533, USA
| | - Sterling Saunders
- Virginia Commonwealth University School of Pharmacy, 410 North 12th Street, Richmond, VA 23298-0533, USA
| | - Sydney Roussel
- Virginia Commonwealth University School of Pharmacy, 410 North 12th Street, Richmond, VA 23298-0533, USA
| | - Tayana Cuffee
- Virginia Commonwealth University School of Pharmacy, 410 North 12th Street, Richmond, VA 23298-0533, USA
| | - Tiffany Huynh
- Virginia Commonwealth University School of Pharmacy, 410 North 12th Street, Richmond, VA 23298-0533, USA
| | - Tolulope Olajide
- Virginia Commonwealth University School of Pharmacy, 410 North 12th Street, Richmond, VA 23298-0533, USA
| | - Yanis Yousufzai
- Virginia Commonwealth University School of Pharmacy, 410 North 12th Street, Richmond, VA 23298-0533, USA
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Comparison of Saudi Pharmacist Licensure Examination (SPLE) Pass Rates by Institution and Applicant Characteristics. Healthcare (Basel) 2022; 10:healthcare10101865. [PMID: 36292312 PMCID: PMC9602314 DOI: 10.3390/healthcare10101865] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/05/2022] [Revised: 09/22/2022] [Accepted: 09/23/2022] [Indexed: 11/17/2022] Open
Abstract
In 2019, the Saudi Pharmacist Licensure Examination (SPLE) was first administered to all pharmacy graduates and served as one of the prerequisites for obtaining a pharmacist license. The objective of this study was to evaluate whether institution and applicant characteristics are associated with first-time SPLE success. Passing status for 2284 SPLE first-time applicants was obtained from online public data for the years 2019 and 2020. The data included applicant sex, institution type (public vs. private), and college establishment year (2006 or earlier vs. after 2006). Overall, the SPLE first-time pass rate in 2020 was significantly higher than in 2019 (98.0 vs. 95.9%; p = 0.0062). Applicants from pharmacy colleges established in or before 2006 had a higher SPLE first-time pass rate, compared to those from pharmacy colleges established after 2006 (98.2 vs. 95.2%; p < 0.0001). The pass rate for male applicants was lower compared to female applicants (95.8 vs. 97.5%; p = 0.0221). The results of logistic regression showed that exam year (2020 vs. 2019), applicant sex (female vs. male), and pharmacy college establishment year (≤2006 vs. >2006) were statistically significant predictors. Further studies are needed in the upcoming years when more cumulative data are available.
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Park SK, Daugherty KK, Chen AMH, Fettkether RM. Considerations for remediation policy and procedures in pharmacy education. CURRENTS IN PHARMACY TEACHING & LEARNING 2022; 14:547-551. [PMID: 35715094 DOI: 10.1016/j.cptl.2022.04.014] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/30/2021] [Revised: 02/18/2022] [Accepted: 04/28/2022] [Indexed: 06/15/2023]
Abstract
INTRODUCTION Despite the heterogeneous nature of remediation definitions, processes, and impact on learning, it is commonly understood as a process for identifying student deficiencies in knowledge, skills, and attitudes that need to be corrected prior to student progression in the program. COMMENTARY Current issues related to remediation in pharmacy education include inconsistencies in practices and types within and among institutions, a lack of correlation to student academic success, effects on attrition both positive (student staying on-time for graduation) and negative (students sitting back one year), increase in faculty workload, and negativity or stigma associated with the student. IMPLICATIONS Key considerations in developing and implementing remediation policies and procedures include being student-focused, providing a positive frame for remediation, implementing a clear process, and early identification of students who need help.
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Affiliation(s)
- Sharon K Park
- Notre Dame of Maryland University School of Pharmacy, 4701 North Charles Street, Baltimore, MD 21210, United States.
| | - Kimberly K Daugherty
- Sullivan University College of Pharmacy and Health Sciences, 2100 Gardiner Lane, Louisville, KY 40205, United States.
| | - Aleda M H Chen
- Cedarville University School of Pharmacy, 251 N. Main Street, Cedarville, OH 45314, United States.
| | - Rebekah M Fettkether
- Pacific University School of Pharmacy, 222 SE 8th Avenue, Hillsboro, OR 97123, United States.
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Maerten-Rivera J, Park SK, Fiano KS, Pavuluri N, Phillips J, Lebovitz L, Zhao Y. Multi-institutional Analysis of Student and Program Variables as Predictors of Performance on the NAPLEX. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2022; 86:8635. [PMID: 34521618 PMCID: PMC10159418 DOI: 10.5688/ajpe8635] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/10/2021] [Accepted: 08/02/2021] [Indexed: 05/06/2023]
Abstract
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.
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Affiliation(s)
- Jaime Maerten-Rivera
- State University of New York at Buffalo, School of Pharmacy and Pharmaceutical Sciences, Buffalo, New York
| | - Sharon K Park
- Notre Dame of Maryland University, School of Pharmacy, Baltimore, Maryland
| | - Karen S Fiano
- Nova Southeastern University, Fort Lauderdale, Florida
| | - Nina Pavuluri
- Lake Erie College of Osteopathic Medicine, School of Pharmacy, Erie, Pennsylvania
| | | | - Lisa Lebovitz
- University of Maryland, School of Pharmacy, Baltimore, Maryland
| | - Yichen Zhao
- State University of New York at Buffalo, School of Pharmacy and Pharmaceutical Sciences, Buffalo, New York
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