Impact of Time Allocation Practices on Academic Outcomes for Students from a 2-Campus Pharmacy School

Abstract

Objective: To assess how students from 2 campuses spent their time during P1-P3 (first through third) years, and whether that time allocation impacted their APPE grades and NAPLEX performance. Methods: Data from 2 graduating classes were gathered, including baseline student demographics, academic performance, licensing examination scores and pass rates, and an annual internal student survey. For the survey, students were asked how much time they spent each week on class attendance, watching recorded lectures, studying and course-related activities, school-sponsored extracurricular activities, and work. Data was analyzed by campus for the 3 years (P1-P3) and then evaluated separately as individual academic years. Results: There were statistical differences between campuses in attending class, watching recorded lectures, and participating in school activities. However, there was no statistical difference between the 2 campuses in APPE grades, NAPLEX scores, or pass rates. Conclusion: How students from these 2 campuses spent their time during pharmacy school was not predictive of academic success.

Pharmacy Student Perceptions and Preferences of In-person Versus Video-Recorded Evaluations in Skills-Based Courses

“…[1][2] Several studies have been conducted to compare the study habits, grades, and North American Pharmacist Licensure Examination (NAPLEX) pass rates of students on main and satellite campuses, yet none have found significant differences between the traditional classroom and distance learning outcomes. [3][4][5][6] Similar results have been found in other academic programs using technology to bridge multiple campuses, including physical therapy and medicine. [7][8][9] Technology is not only pervading pharmacy curricula, but also proliferating in practice with services such as telepharmacy.…”

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

“…The details of the included studies and their findings are summarized in Table 1. [9][10][11][12][13][14][15][16][17][18][19][20][21][22][23][24][25][26][27][28] Of the excluded articles, 3 were duplicate information (ie, a poster which was later published as full-text), 8 articles were commentaries, editorials, or non-peer reviewed publications, 5 articles did not have NAPLEX passing as an outcome, 3 articles correlated NAPLEX passing after a change in the curriculum, and 1 article reported correlation between the student characteristics with pre-NAPLEX scores. The included studies were published over a period of 15 years from 2005 to 2020, investigated NAPLEX passing from pharmacy programs ranging from a single institution to 137 institutions, and collectively covered over 13,000 individual students' NAPLEX results.…”

“…A c c e p t e d D r a f t correlation with NAPLEX scores or pass rates in one study 13 whereas another study found a 5.7 point higher score in one campus vs. the other. 22 Other factors: Williams et al 27 also found a positive correlation between NAPLEX total scaled score and the percentage of P4 students who matched for a first PGY-1 residency.…”

The Multiple Mini-Interview as an Admission Tool for a PharmD Program Satellite Campus

“…3 Satellite campuses can serve a number of institutional needs, such as expanding physical space to allow for larger class sizes, growing class size without significant increase in faculty needs, and serving regional needs for pharmacists by training them in an underserved area. [4][5][6] The effectiveness of satellite campus education relative to traditional education in pharmacy is wellestablished; however, students and faculty members on satellite campuses can have experiences unique to distance education. 5,7 These can include transactional and cultural-social distance and varied experiences associated with local health systems, politics, and traditions.…”