A Modeling Exercise to Identify Predictors of Student Readiness for Advanced Pharmacy Practice Experiences

Abstract

Objective. To model the relationship of common pharmacy education assessment data including student demographics, pre-pharmacy performance, core didactic performance, and external testing measures to identify predictors of student readiness for advanced pharmacy practice experiences (APPEs). Methods. The associations between 23 predictive covariates from 226 graduating students from 2015-2018 (5786 observations) and APPE readiness as measured by midpoint core APPE scores were modeled. Multiple linear and Poisson regression models with backward selection were used. A selection criterion of p ..10 was used for covariate elimination from the model. Three models were evaluated: average of all midpoint core APPE rotation scores; average of midpoint acute care pharmacy practice and ambulatory care APPE rotation scores; and number of midpoint core clerkship failing scores. Results. The average age of the population at admission was 25.464.5 years, 47% were female, and 75.2% had prior degrees. Across the three prediction models, knowledge-retention covariates were the strongest predictors. Total score on the Pharmacy Curriculum Outcomes Assessment was a modest yet consistent predictor across the models. All other significant predictors were unique to the various models. Conclusion. This four-year, population-based modeling study of the relationship of common pharmacy education assessment data to APPE midpoint scores shows a modest correlation with knowledge-based measures. There is a need for greater innovation in this area of research.

Deficiencies of Traditional Grading Systems and Recommendations for the Future

“…First, investigators have raised the issue of whether performance within the didactic curriculum (as measured by grades) correlates to performance in clinical settings. [14][15][16] Second, some have questioned whether in clinical settings if Pass/Fail grading systems might be more logical as compared to traditional A-F grading scales. [17][18][19][20] Call and colleagues aimed to determine factors predictive of student failure or poor performance on APPEs by conducting a retrospective cohort study comparing students who failed any APPE to students who did not between 2012-2014.…”

“…Nyman and colleagues attempted to determine predictors of student readiness for APPEs by developing a predictive model that included 23 covariates. 16 Two hundred and twenty-six students from a single college between 2015 and 2018 were included in the analysis. Grade point average within pharmacy curriculum core courses was the strongest predictor of performance.…”

Exploring Multiple Perspectives on Pharmacy Students’ Readiness for Advanced Pharmacy Practice Experiences

“…The pharmacy education literature focuses primarily on knowledge and skill-based indicators of APPE readiness. Researchers have studied pre-pharmacy and pharmacy grade point average (GPA) 2,3 , comprehensive assessments [4][5][6][7] , Pharmacy Curriculum Outcomes Assessment (PCOA) performance 3,8 , simulated patient encounters 9,10 , objective structured clinical exams (OSCEs) [4][5][6]11,12 , introductory pharmacy practice experiences (IPPEs) 13,14 , and successful completion of APPE preparatory courses 5,15,16 as measures of APPE readiness. These studies indicate that APPE readiness is currently conceptualized as an assessment of student achievement prior to APPEs.…”

Adapting a National Framework to Inform Curricular Redesign Focused on Enhancing Student Clinical Competency

“…A multitude of Doctor of Pharmacy (PharmD) programs across the United States are engaging in curricular redesigns as a result of several factors, including advancements in pharmaceutical research and development, increased reliance on medications for managing chronic conditions, continual evolution of pharmacy practice standards and scope of practice, and the corresponding implementation of new accreditation standards from the Accreditation Council for Pharmacy Education (ACPE) in 2016, among numerous other factors [ 1 , 2 ]. A large emphasis of this initiative is a focus on “practice ready” graduates, with a corresponding emphasis on “APPE (Advanced Pharmacy Practice Experiences) ready” students, but a clear definition for either term has been difficult to articulate [ 2 , 3 , 4 , 5 ]. The typical PharmD curriculum entails an initial 2–3 years of didactic classroom instruction, pharmacist skills labs, and authentic practice experiences during Introductory Pharmacy Practice Experiences (IPPEs).…”