scholarly journals Assessing Pharmacy Student Performance and Perceptions on Counseling Skills Through A Simulated Telehealth Encounter

2021 ◽  
pp. 8619
Author(s):  
Sanah Hasan ◽  
Hamzah Al Zubaidi ◽  
Ward Saidawi
Keyword(s):  
Student Performance ◽  
Pharmacy Student ◽  
Counseling Skills

A Meta-Analysis of the Validity of the Pharmacy College Admission Test (PCAT) and Grade Predictors of Pharmacy Student Performance

2005 ◽  
Vol 69 (3) ◽  
pp. 51 ◽  
Author(s):  
Nathan R. Kuncel ◽  
Marcus Credé ◽  
Lisa L. Thomas ◽  
David M. Klieger ◽  
Stephanie N. Seiler ◽  
...  
Keyword(s):  
Student Performance ◽  
Meta Analysis ◽  
College Admission ◽  
Pharmacy Student ◽  
Admission Test

scholarly journals Preceptor Perceptions of Pharmacy Student Performance Before and After a Curriculum Transformation

2021 ◽  
pp. 8575
Author(s):  
Catherine A. Forrester ◽  
Da Sol Lee ◽  
Ethel Hon ◽  
Kai Ying Lim ◽  
Tina P. Brock ◽  
...  
Keyword(s):  
Student Performance ◽  
Pharmacy Student ◽  
Before And After ◽  
Curriculum Transformation

scholarly journals Impact of Completion of a Pre-Pharmacy Biochemistry Course and Competency Levels in Pre-Pharmacy Courses on Pharmacy Student Performance

Pharmacy ◽  
2019 ◽  
Vol 7 (3) ◽  
pp. 117
Author(s):  
Ruth Vinall ◽  
Parto Khansari ◽  
Jason McDowell ◽  
L. Douglas Ried ◽  
Eugene Kreys
Keyword(s):  
Molecular Biology ◽  
Student Performance ◽  
Poor Performance ◽  
Drop Out ◽  
Pharmacy Student ◽  
First Year ◽  
Negative Consequences ◽  
Science Courses ◽  
Post Hoc ◽  
The Impact

Poor performance in foundational science courses, which are usually taken during the first or second year of pharmacy school, can have several negative consequences including increases in student drop-out rates and increases in the number of dismissals and remediating students. The primary goal of the current study was to determine whether completion of a pre-pharmacy biochemistry course and/or performance on a biochemistry competency test (administered at the beginning of the pharmacy program) are associated with pharmacy student performance in foundational science courses and overall academic performance. A secondary goal was to determine whether performance in pre-pharmacy courses and/or student demographics are associated with pharmacy student performance. Prospective univariate analyses (n = 75) determined that completion of a pre-pharmacy biochemistry course is not associated with pharmacy student performance. However, performance on a biochemistry competency test was associated with performance in Biochemistry and Cell&Molecular Biology (p = 0.002). Furthermore, post-hoc analyses determined that pre-pharmacy cumulative chemistry GPA correlates with performance in both the Biochemistry and Cell&Molecular Biology and Medicinal Chemistry foundational science courses (p = 0.002 and p = 0.04, respectively) and can predict first year GPA (p = 0.002). The combined data indicate that further assessment of the impact of pre-pharmacy competency in biochemistry and chemistry on pharmacy student success is warranted.

scholarly journals Predictors of Pharmacy Student Performance on Written and Clinical Examinations in a Flipped Classroom Curriculum

2020 ◽  
Vol 84 (12) ◽  
pp. 8038
Author(s):  
Kayley M. Lyons ◽  
Tina P. Brock ◽  
Daniel T. Malone ◽  
Lubna Freihat ◽  
Paul J. White
Keyword(s):  
Student Performance ◽  
Flipped Classroom ◽  
Pharmacy Student

scholarly journals Evaluation of the use of script concordance test in a multicampus psychiatric pharmacy elective course

2019 ◽  
Vol 9 (5) ◽  
pp. 304-308
Author(s):  
Stephanie V. Phan
Keyword(s):  
Student Performance ◽  
Clinical Competence ◽  
Pharmacy Student ◽  
Classroom Setting ◽  
Script Concordance Test ◽  
Student Knowledge ◽  
Cronbach Alpha ◽  
Elective Course ◽  
Concordance Test ◽  
Script Concordance

Abstract Introduction Evaluating a student's ability to accept complexity, uncertainty, and ambiguity as part of clinical practice is difficult in a classroom setting using written tests. This study was conducted to explore the feasibility and validation of using a script concordance test (SCT) to evaluate pharmacy student knowledge and clinical competence in a psychiatry elective course. Methods This study involved prospective validation of psychiatry-focused SCT questions using a panel of practicing psychiatric pharmacists and retrospective review of student performance on the same SCT questions. The reliability of the SCT was also evaluated using Cronbach alpha coefficient. Results A total of 13 practicing psychiatric pharmacists participated in the validation phase of the study of 75 questions. Pharmacy student scores (n = 17) averaged 39.79 (±5.02) points, and psychiatric pharmacist scores averaged 50.11 (±4.51) points, representing mean percentages of 61.2% and 77.1%, respectively, on the adjusted exam. The Cronbach alpha was 0.94. Discussion The development of a valid and reliable SCT to test student psychiatric pharmacy knowledge and clinical competence after taking a psychiatry elective course was feasible.

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