Documentation and Analysis of Increased Grade Point Averages at a College of Pharmacy Over 20 Years

Granberry, Mark C.; Stiegler, Kerry A.

doi:10.5688/aj670377

Cited by 12 publications

(15 citation statements)

References 8 publications

(11 reference statements)

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“…Another possible explanation may be found in the results of a 20-year longitudinal study, in which the researchers speculated that progressively lower correlations between PCAT scores and pharmacy school GPAs may be attributable to grade inflation. 8 The uncorrected and corrected correlations shown in Table 2 for PCAT biology, chemistry, and composite and the uncorrected correlations for entering GPAs all are moderately positive, suggesting the continuing usefulness of each of these variables, particularly the PCAT composite scores and entering cumulative and science GPAs. The relatively higher correlations for PCAT biology and chemistry are not surprising considering the high proportion of credit requirements in the basic biological, pharmaceutical, and clinical sciences for the first year.…”

Section: Discussionmentioning

confidence: 94%

Predicting Performance in the First-Year of Pharmacy School

Meagher

Pan

Perez

2011

American Journal of Pharmaceutical Education

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Objectives. To determine the predictive validity of the Pharmacy College Admission Test (PCAT) scores and other variables for students' success in the first year of doctor of pharmacy (PharmD) programs. Methods. PCAT scores, entering grade-point averages (GPAs), demographic characteristics, and GPAs for the first year of pharmacy curriculum were collected from the Pharmacy College Application Service (PharmCAS) and from 22 pharmacy programs. Results. PCAT scores and entering GPAs were positively correlated with subsequent GPAs after the first year. Regression analyses showed the contribution of PCAT scores and entering GPAs in predicting first-year pharmacy GPAs. Conclusions. PCAT scores and prepharmacy GPAs both showed moderate predictive validity in indicating candidates likely to succeed in the first year of the pharmacy program. These findings are consistent with those of previous similar studies.

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Section: Discussionmentioning

confidence: 94%

Predicting Performance in the First-Year of Pharmacy School

Meagher

Pan

Perez

2011

American Journal of Pharmaceutical Education

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“…6 The association between student academic success and factors such as prepharmacy GPA, grades in specific prepharmacy courses, Pharmacy College Admission Test (PCAT) scores, and a prior 4-year college degree has been examined . [4][5][6][7][8][9][10][11] Cumulative prepharmacy GPA is an inconsistent predictor of academic success in pharmacy school. [12][13][14][15][16][17][18][19][20] Chisholm and colleagues reported a prior 4-year college degree as a predictor of success but the results of a study by Thomas and colleagues did not determine a prior degree as a predictor of success.…”

Section: Introductionmentioning

confidence: 99%

Relationship Between Admission Data and Pharmacy Student Involvement in Extracurricular Activities

Kiersma

Plake

Mason

2011

American Journal of Pharmaceutical Education

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Objectives. To assess pharmacy student involvement in leadership and service roles and to evaluate the association between admissions data and student involvement. Methods. Doctor of pharmacy (PharmD) students were invited to complete a 56-item online survey instrument containing questions regarding leadership and service involvement, work experiences, perceived contribution of involvement to skill development, and perceived importance of involvement. Responses were linked to admissions data to identify possible associations. Results. Five hundred fourteen (82.4%) pharmacy students completed the survey instrument. Students with higher admissions application and interview scores were more likely to be involved in organizations and hold leadership roles, while students with higher admissions grade point averages were less likely to be involved in organizations and leadership roles. Conclusions. Assessing students' involvement in leadership and service roles can assist in the evaluation of students' leadership skills and lead to modification of curricular and co-curricular activities to provide development opportunities. Student involvement in extracurricular activities may encourage future involvement in and commitment to the pharmacy profession.

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“…For example, based upon grades from the pharmaceutical science courses, pharmacy practice courses, elective courses, and advanced pharmacy practice experience (APPE) courses at the University of Arkansas College of Pharmacy, Granberry and Stiegler noted an overall increase in mean GPA of 1% per year over the 20-year period beginning in 1982. 2 McCall, on the other hand, examined the correlation between prepharmacy variables and academic success and found that students entering the doctor of pharmacy program at Texas Tech University with a bachelor of science degree were academically superior as measured by the mean cumulative GPA compared to students arriving with a bachelor of arts degree. 3 Similarly, Chisholm concluded that student's having a bachelor's degree prior to entering the University of Georgia College of Pharmacy had better grades in the first year of the program than the students without a bachelor's degree.…”

Section: Introductionmentioning

confidence: 99%

Prepharmacy Years in College and Academic Performance in a Professional Program

Renzi¹,

Krzeminski²,

Sauberan³

et al. 2007

Am J Pharm Educ

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Objective. This study investigated whether there was a significant difference in the cumulative grade point average (GPA) of individual students at the end of their first 3 professional years in the doctor of pharmacy curriculum as a function of previous years in college. Methods. The cumulative GPA for the first-through third-professional years was calculated for the 2004-2007 graduating classes. Previous college education was classified as 2 years, 3 or more years without a bachelor's degree, and bachelor's degree or higher. Students with 2 years of prepharmacy education were classified as early assurance (EA) versus non-early assurance. Specifically, non-early assurance students were those who transferred in after 2 years but did not participate in the early assurance program. Statistical differences in the cumulative GPA were calculated using MANOVA with repeated measures followed by a LSD Post-Hoc test.Results. Students with a bachelor's degree performed better academically, especially in the first professional year of the program compared to those with other levels of education including those who entered through our EA program. There was a consistent decrease in cumulative GPA during the second-professional year, but no additional change in the third-professional year. Conclusions. Students who obtain a bachelor's degree perform better academically presumably because of previous college experiences.

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Documentation and Analysis of Increased Grade Point Averages at a College of Pharmacy Over 20 Years

Cited by 12 publications

References 8 publications

Predicting Performance in the First-Year of Pharmacy School

Predicting Performance in the First-Year of Pharmacy School

Relationship Between Admission Data and Pharmacy Student Involvement in Extracurricular Activities

Prepharmacy Years in College and Academic Performance in a Professional Program

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