Assessment of Communications-related Admissions Criteria in a Three-year Pharmacy Program

Parmar, Jayesh; Tejada, Frederick R.; Lang, Lynn A.; Purnell, Miriam C.; Acedera, Lisa; Ngonga, Ferdinand

doi:10.5688/ajpe79686

Cited by 12 publications

(7 citation statements)

References 19 publications

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“…34 In the second, a four-person panel interview score, but not PCAT score, was moderately correlated (r = 0.23, p < 0.05) with final-year experiential rotations. 35 Our results support the continued use of the PCAT as it was a predictor of performance on the PEBC-MCQ and the communication subscore of the PEBC-OSCE. The PCAT functions as a standardised cognitive assessment and represents a fair, efficient and relevant method by which to select applicants for interview.…”

Section: Regression Analysessupporting

confidence: 76%

“…In the first, the PCAT composite score, but not pre‐pharmacy GPA or performance on a two‐person panel interview, was significantly correlated ( r = 0.14–0.15, p < 0.05) with two of five final‐year rotation scores . In the second, a four‐person panel interview score, but not PCAT score, was moderately correlated ( r = 0.23, p < 0.05) with final‐year experiential rotations …”

Section: Discussionmentioning

confidence: 93%

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Multiple mini-interview predictive validity for performance on a pharmacy licensing examination

et al. 2017

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The MMI, designed to measure non-academic attributes including communication, motivation and problem-solving skills, was the only admissions tool with significant predictive validity for performance on the PEBC-OSCE national pharmacy certification examination and in an institutional/ambulatory rotation. These findings, from a single cohort of undergraduates, provide the first report of the predictive validity of the MMI for performance on pharmacy licensure examinations and thereby strengthen the evidence for its use in health professions selection. Prior university academic performance significantly predicted cGPA and performance on the PEBC-MCQ. Performance on the PCAT also predicted PEBC-MCQ results.

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Section: Regression Analysessupporting

confidence: 76%

Section: Discussionmentioning

confidence: 93%

Multiple mini-interview predictive validity for performance on a pharmacy licensing examination

et al. 2017

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“…There is an interconnected role between admission profi ciencies, students' English academic literacy development, and program learning experiences. Admission policies, especially those concerning English-language ability, represent institutional and program "gate keeping" strategies to ensure that prospective students have the required academic and linguistic ability to be successful (Parmar et al, 2015;Pill & McNamara, 2016). This study suggests that current admission requirements may be too low or incongruent with the higher levels of literacy expected within specialized programs.…”

Section: Discussionmentioning

confidence: 94%

Academic Literacy Requirements of Health Professions Programs: Challenges for ESL Students

Lum¹,

Alqazli²,

Englander³

2018

TESL Canada

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To succeed in Canadian health professions, university education programs students must initially meet a variety of program-specific and English-language admission requirements. For non-native English-speaking (NNES) students, a major challenge can be the demonstration of profession-specific academic literacy and, in particular, adequate language competency prior to admission and throughout the program. Despite the increased numbers in the adult NNES student population in Canada, the current academic literacy requirements within these programs have received minimal research focus. This study explores thecongruency of program requirements and learning supports within three major health professions programs across six Canadian universities. The data analyzed for this qualitative study include program documents on publicly accessible websites and a focused literature review. Findings suggest that in medicine, nursing, and pharmacy programs, discipline-specific academic literacy manifests itself in a wide variety of specialized written genres, ranging from reflections to theoretical analysis. Academic literacy is essential to the socialization of new students into these specialized programs and into the professions. Suggestions are offered to enhance universities’ support of the development of academic literacy of NNES students. Pour réussir comme professionnels de la santé au Canada, les étudiants inscrits aux programmes d’enseignement universitaire doivent d’abord satisfaire à une variété de conditions d’admission relatives au programme qu’ils ont choisi et à leur connaissance de l’anglais. Pour les étudiants dont la langue maternelle n’est pas l’anglais (NNES, pour « non-native English speakers »), la nécessité de faire preuve de littératie académique dans la profession de leur choix et, en particulier, celle d’une compétence langagière suffisante avant leur admission et tout au long du programme choisi peuvent constituer un défi de taille. Bien que la population des étudiants adultes de type NNES ait augmenté au Canada, les exigences actuelles de littératie académique liées à ces programmes n’ont fait l’objet que de travaux de recherche rudimentaires. La présente étude explore la concordance entre les exigences des programmes d’études et les soutiens pédagogiques au sein de trois importants programmes de formation de professionnels de la santé dans six universités canadiennes. Les données analysées pour cette étude qualitative comprennent la documentation sur les programmes concernés disponible sur des sites Web accessibles au grand public ainsi qu’une analyse documentaire ciblée. Les constatations suggèrent que, dans les programmes d’études médicales, infirmières, et pharmaceutiques, la littératie académique liée à une discipline particulière se manifeste dans une grande variété de genres d’écriture spécialisés allant de réflexions à l’analyse théorique. La littératie académique est essentielle à l’insertion des nouveaux étudiants dans ces programmes spécialisés de même que dans les professions. Des suggestions sont offertes pour rehausser le niveau du soutien des universités au développement des étudiants NNES dans le domaine de la littératie académique.

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“…10 Communication abilities such as listening, writing, and speaking, and presentation skills, can also be tied to student performance. 11 Increasing student readiness before starting the program can ease the transition to PharmD coursework. Programs may have to start exploring methods, such as delivering PharmD-related materials and modules via online or live platforms, and may include optional and/or required enrichment activities.…”

Section: A J P Ementioning

confidence: 99%

Achieving Enrollment Outcomes by Aligning Applicant Recruitment and Selection with Unique Organizational Niches

Hughes

Park

Christensen-Grant

et al. 2021

American Journal of Pharmaceutical Education

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As pharmacy programs use holistic approaches to admissions, changes will emerge in the quantity and quality of the student applicant pool. Several programs have stopped the Pharmacy College Admissions Test (PCAT) requirement, modified pre-requisite coursework, and reduced minimum Grade Point Average (GPA) requirements. In alignment with their unique mission, values, and vision statements, programs have also expanded aspects of their application and review process to increasingly focus on leadership skills, community service, teamwork, collaboration, and paid and volunteer experiences beyond academic performance emphasizing skills and affective domain areas aligned with the Accreditation Council for Pharmacy Education (ACPE) Standards and the Center for the Advancement of Pharmacy Education (CAPE) Outcomes. Herein, we will discuss how pharmacy schools and colleges can refine their admissions interview processes in alignment with their unique curricular and programmatic niche areas of distinction.

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Assessment of Communications-related Admissions Criteria in a Three-year Pharmacy Program

Cited by 12 publications

References 19 publications

Multiple mini-interview predictive validity for performance on a pharmacy licensing examination

Multiple mini-interview predictive validity for performance on a pharmacy licensing examination

Academic Literacy Requirements of Health Professions Programs: Challenges for ESL Students

Achieving Enrollment Outcomes by Aligning Applicant Recruitment and Selection with Unique Organizational Niches

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