Abstracts Presented at the 120th Annual Meeting of the American Association of Colleges of Pharmacy, Chicago, Illinois, July 13-17, 2019

2019 American Journal of Pharmaceutical Education  
Objective: To describe admission scores, including multiple miniinterview (MMI), pre-pharmacy average (PPA) and Pharmacy College Admission Test (PCAT), and covariates (age, prior degree, re-application, gender), in cohorts admitted in 2011 and 2012 to the PharmD program at University of Toronto. To determine predictive validity of admission scores and covariates, with respect to year 3 grade point average (GPA), year 4 advanced pharmacy practice experience (APPE) rotations, and scores on
more » ... y Examining Board of Canada (PEBC) Qualifying Examinations: multiple choice question (MCQ) and objective structured clinical examination (OSCE). Methods: Descriptive statistics and correlations were determined for admission scores and covariates. Multiple linear regression analyses were conducted with PPA, PCAT composite, and MMI scores as predictor variables. Dependent variables were Year 3 GPA, APPE scores (community and institutional), PEBC-MCQ and OSCE scores. Results: Consenting students admitted in 2011 and 2012 with matched PEBC scores totaled 229 (56.8% female) and 219 (64.8% female), respectively. Average age (22.0, 21.6), PPA (79.8, 80.3), PCAT (421.7, 422.5) and MMI % (62.5, 63.0) were similar. In both cohorts, PPA and MMI were significant predictors for annual Year 3 GPA. MMI was a significant predictor for community and institutional APPE (2011); model not significant with 2012. For PEBC exam, PPA, PCAT and MMI were significantly predictive for MCQ; only MMI was significant for OSCE. Implications: MMI was only admissions predictor for PEBC OSCE, supporting MMI continued use. PPA, PCAT, age, prior degree and gender were also significant in some models. Further analysis of in-program course performance is occurring. A PCOA "Gated Stakes" Model to Ensure Proficiency Prior to Progression. Patrick J. Davis, The University of Texas at Austin, Rochelle M. Roberts, The University of Texas at Austin, W. Renee Acosta, The University of Texas at Austin. Objective: Develop an administrative process to take the PCOA from a "high stakes" (pass/no pass) model to a "gated stakes" exam in which the level of performance dictated differential levels of remediation prior to progression. The lack of subjectlevel granularity in the PCOA mandated the identification of a more diagnostic process that could (a) identify and (b) remediate deficiencies, (c) confirm proficiency, and (d) if unsuccessful remediation, identify which course(s) need repeating. Methods: Class results were normalized by setting the score for the highest performing student as 100% (range5100% to 55%). Students 1-StdDev below the mean were designated "grey zone" and those 2-StdDev below the mean were designated "red zone." Access Pharmacy's "McGraw-Hill NAPLEX Review Guide" was identified as the diagnostic/remediation/ assessment tool. A validation study conducted with PCOA-successful students showed a direct correlation with overall PCOA scores vs NAPLEX review scores (R250.7965) and set an acceptable cut score. Results: "Grey-zone" students were "gated" to identifying areas of deficiency, complete a narrative reflection, and meet with their faculty mentor to address how those areas would be addressed prior to and during the P4 year. "Red-zone" students were "gated" to identify areas of deficiency, remediate, and achieve the cut score set by the pilot; all successfully remediated and were then assigned faculty mentors for the P4 year. Implications: The Program Assessment Team has developed a process to extend the non-granular PCOA results to a "gated stakes" process allowing for identification of deficiencies, remediation, and demonstration of proficiency prior to progression. A Story of 11 Rubrics. Suzanne Carbonaro, University of the Sciences, Lisa Charneski, University of the Sciences. Objective: To describe a process of faculty engagement in program-wide rubric creation Methods: To support assessment within the competency-driven curriculum (fall 2018 start) development of program-wide rubrics become a priority. Three faculty-centered workshops followed by three surveys set the stage for collaboration. Using tenets of Expectancy-value theory, faculty identified key performance indicators of value to our American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654. 908 by guest on November 3, 2020. Downloaded from sub-topics, and a few additional key performance indicators (including calculation domains). Implications: Faculty development throughout the implementation of an on-line testing tool lead to widespread acceptance. The data provided by this technology supports the robust assessment plan within our competency-driven curriculum. Dual-Degree Opportunities in Pharmacy Programs. Dawn E. Havrda, The University of Tennessee. Objective: With the changing job market, student pharmacists want to differentiate themselves and participating in dual-degree programs is an option. The objective of this study was to assess the prevalence and type of dual-degree opportunities in colleges/schools of pharmacy. Methods: Information on dual-degree programs was obtained from pharmacy program websites and cross-referenced with the listed dual-degree offerings in PharmCAS profiles. The number and type of dual-degree programs were correlated to pharmacy program characteristics, including public/private university, presence of an academic health center, when the program was established, and the presence of a branch campus. Results: Out of 141 pharmacy schools, 101 (71.6%) had at least one dual-degree program. Two or more dual-degree options were offered by 62 (61.4%) programs. Dual-MBA was the most frequent (76.2%, n577) followed by a dual-MPH (41.6%, n542). Greater options of dual-degree programs were significantly associated with public universities (P50.002), programs established prior to 1995 (P,0.0001), an academic health center (P,0.0001), and the presence of a branch campus (P50.011).Public universities were more likely to have the dual-PhD (P50.004), and older programs were more likely to have the dual-PhD (P50.008), MBA (P50.004), and MPH (P50.038). Implications: Almost three-fourths of pharmacy programs have at least one dual-degree program for their student pharmacists. Addition of dual-degree opportunities affords students opportunities to diversity their career path in a changing job market. University. Objective: Active learning (AL) is continually being emphasized and implemented in the pharmacy curriculum. The objective of this study was to conduct a faculty self and needs assessment to determine the extent American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654. 912 by guest on November 3, 2020.
doi:10.5688/ajpe7654 pmid:31333273 pmcid:PMC6630869 fatcat:q6mty63pk5ctfhypxwjkoogfce