Predictors of Course Completion for the U.S. Army Pharmacy Specialist Course

Abstract

The purpose of this study was to determine predictors of successful completion of the U.S. Army Medical Department pharmacy specialist (91Q) training program. The sample consisted of 143 students from four course iterations, and only students enrolled in the course for the first time were included for analysis. The relationship between 16 predictor variables and successful completion was assessed. Five variables, the ranks of private (E1) and specialist (E4), cross-trainee status, gender, and Armed Services Vocational Aptitude Battery (ASVAB) general technical (GT) score, were found to be significant predictors using simple linear regression. Using hierarchical multiple linear regression analysis, three variables, service component, gender, and ASVAB GT score, were found to have a significant unique shared variance with success. The results of this study indicate that ASVAB GT scores are predictive of success (p < 0.01) in the 91Q training program. Using these predictors, the selection process may be modified to improve the likelihood of student success in the course.

Premorbid Intellectual Functioning, Education, and Brain Size in Traumatic Brain Injury: An Investigation of the Cognitive Reserve Hypothesis

“…Records were received for all 25 participants. Seventeen of the school records contained a standardized test score, twelve from the ACT and five from equivalent standardized tests: Stanford Binet (Thorndike et al, 1986), Differential Aptitude Test (Bennett et al, 1990), Stanford Achievement Test (Kastner et al, 2001), the General Aptitude Test Battery (Bemis, 1968;Williams et al, 1967), and the Armed Services Vocational Aptitude Battery (Dunai & Porter, 2001;Meadows, Stanton, Styles, & Finstuen, 2002). All standardized test scores will henceforth be referred to as pre-injury standardized test (PST) scores.…”

Examining the Effect of Military Service on Education: The Unique Case of Hispanic Veterans

“…Guided by theoretical empirical findings, this analysis includes 15 independent variables and one dependent variable (Table 2). Variable selection was guided by previous studies examining military factors to academic success and completion of service members in military training programs (Carretta & King, 2008; Dunai & Porter, 2001; Fulton, Starnes, Caouette, Whittaker, & Ivanitskaya, 2008; Grant et al, 2012; Jordon & Curtis, 2010; Meadows, Stanton, Styles, & Finstuen, 2002).…”