An International Perspective on Pharmacy Student Selection Policies and Processes

Abstract

Objective. To reflect on selection policies and procedures for programs at pharmacy schools that are members of an international alliance of universities (Universitas 21). Methods. A questionnaire on selection policies and procedures was distributed to admissions directors at participating schools. Results. Completed questionnaires were received from 7 schools in 6 countries. Although marked differences were noted in the programs in different countries, there were commonalities in the selection processes. There was an emphasis on previous academic performance, especially in science subjects. With one exception, all schools had some form of interview, with several having moved to multiple miniinterviews in recent years. Conclusion. The majority of pharmacy schools in this survey relied on traditional selection processes. While there was increasing use of multiple mini-interviews, the authors suggest that additional new approaches may be required in light of the changing nature of the profession.

Evaluation of a Situational Judgement Test to Develop Non-Academic Skills in Pharmacy Students

“…1 In the United States, many pharmacy schools or colleges require the Pharmacy College Admission Test (PCAT) 2 and prerequisite courses, whereas pharmacy schools in the United Kingdom and Australia admit students at the undergraduate level (ie, Bachelor of Pharmacy [BPharm] degree). Although entrance to pharmacy education has traditionally focused on academic ability, 3 there is increasing recognition that prior academic achievement is not the only marker for longer term success in pharmacy and other health care profession roles where there is now increasing emphasis on important nonacademic attributes. 1,[4][5][6][7] Globally there is a growing need to educate students in non-academic attributes important for clinical practice including empathy, teamwork, and resilience.…”

A literature review on the state of pharmacy education in Zambia

“…Pharmacy education in Zambia has the potential to be directed towards addressing contemporary pharmaceutical care needs. Studies have highlighted the need for a pharmacy education program to bring into focus the development of competence in clinical skills, entrepreneurship, leadership, and health innovation (DiPiro, 2011; Keshishian & Brenton, 2011;Shaw et al, 2015). To achieve this, the pharmacy curriculum should be tailored towards developing critical thinking skills, problem-solving skills including entrepreneurship, and the expertise required to contribute professionally.…”

Using multiple mini interviews as a pre-screening tool for medical student candidates completing international health electives

“…During the interview, participants are rated on their skill at deciphering an ethical conflict or problem and articulate a response to the hypothetical situation that reflects elements of emotional intelligence or psychological maturity [4,6]. The purpose of the MMI is not to develop a station where there is a right or wrong answer, but rather to develop stations that can illuminate interviewee skills such as critical thinking, creativity, problem-solving, and personal and social awareness [4,5,7]. …”