Objective. Studies examining the relationship between pharmacy students' resilience and academic performance are lacking. Therefore, the purpose of this study was to examine the relationship between academic resilience and academic success (defined as achieving a passing grade in a Pharmacy Math course) in pharmacy students. Methods. A cross-sectional survey utilizing the Academic Pharmacy Resilience Scale (APRS-16) was conducted in two cohorts of first-year pharmacy (P1) students (n=374) during first-year fall orientation in 2019 and 2020. The following data were also collected from student records: demographics, pre-pharmacy grade point average (GPA), Pharmacy Math outcome (passing/failing course), and Pharmacy Math final numerical grade. Correlational, multiple logistic regression, and multiple linear regression analysis were conducted. Results. Response rate was 98.1%, and approximately 95% of participants passed Pharmacy Math. No statistically significant correlations were found between Pharmacy Math final pass/fail outcome or Pharmacy Math final numerical grade and APRS-16 overall and subscale scores. In multiple logistic regression, neither pre-pharmacy GPA nor APRS overall scale or subscale scores were significantly associated with final Pharmacy Math outcome (passing/failing). In multiple linear regression, pre-pharmacy GPA was significantly associated with Pharmacy Math final numerical grade, but APRS-16 overall score and subscale scores were not. Conclusion. First-year pharmacy students' performance in Pharmacy Math was not influenced by academic resilience. Future studies should assess whether academic resilience may affect performance in other courses as well as performance in the Doctor of Pharmacy curriculum.
Introduction: Physical therapists (PTs) in all United States, DC, and the US Virgin Islands have first-contact direct access privileges to examine and treat patients. Evidence supports the value of PT services in reducing annual healthcare costs, decreasing the need for prescription pain medication, and decreasing the need for outpatient physician care. PTs can play an essential role in managing patient health needs in primary care health professional shortage areas (pcHPSAs), especially in rural areas, which are Rural and Remote Health rrh.org.au
Objective. To develop a framework of the effects of select noncognitive factors (grit, perceived stress, internal locus of control, and select Big Five Personality Traits) on pharmacy students' academic performance. Methods. A survey measuring select noncognitive factors was administered to two cohorts of first-year pharmacy (P1) students (entering classes of 2019 and 2020, n=374) during fall orientation. Demographics, pre-pharmacy GPA, and P1 fall semester GPA were collected from student records. Structural equation modeling (SEM) was conducted to assess the proposed framework. Results. Academic performance was directly influenced by students' (n=367; 98.1%) perceived stress and neuroticism and indirectly influenced by internal locus of control and neuroticism (via perceived stress as mediator). Neuroticism has a complex relationship in the models as it was directly and positively associated with academic performance, and also indirectly contributed to decreased academic performance via a positive association with perceived stress. Squared multiple correlations indicated 13% and 9% of the variance in academic performance in the first final model (academic performance measured by pre-pharmacy GPA and P1 fall GPA) and second final model (academic performance measured by P1 fall GPA), respectively, were explained by the predictor variables.
Conclusion.Evidence provided by SEM supports select noncognitive factors, namely perceived stress, neuroticism, and internal locus of control, have direct and indirect effects on the academic success of P1 students. The model variances of 9% and 13% represent 36% to 52% of the predictive value of the most commonly accepted cognitive measures used to determine students' potential for academic success.
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