Evaluation of Academic and Nonacademic Factors of First-Generation Students Transitioning to a Pharmacy Program

Beyond Academics: Holistic Predictors of Success in Physical Therapy Education

BACKGROUND AND PURPOSE

Numerous studies have identified traditional, academic metrics as predictors for student success within residential, nonaccelerated Physical Therapy Education Programs (PTEPs). The purpose of this study was to explore nontraditional variables in the context of holistic admissions processes and their relationship with early student success in an accelerated, hybrid PTEP.

SUBJECTS

This sample included students enrolled in a single accelerated, hybrid PTEP.

METHODS

Preadmission and within-PTEP data were collated for two PTEP cohorts in an accelerated, hybrid model. Associations and predictive value of various independent variables on cumulative grade point average after semester 2 (cGPA2) were assessed using correlations and regressions. T-tests were performed to compare student performance across multiple time points based on first-generation status.

RESULTS

Sixty-three students (33 females) consented. Twenty-six percent of the variance in cGPA2 was explained by student identification as a first-generation college student and work status during the program (r2 = 0.260, P = .032). Both first-generation (r = -0.258, P = .047) and work status during the program (r = -0.422, P = .032) were inversely related to programmatic success as measured by cGPA2. Significant differences (P < .05) in cGPA2 were also observed by the end of semester 2: first-generation status students' GPA 3.03 ± 0.34 (mean ± SD) and not first-generation status students' GPA 3.22 ± 0.36. In addition, the last 60 credits of undergraduate grade point average (u60GPA) explained 12% of cGPA2 (R2 = 0.124, P = .005).

DISCUSSION

Findings of this study highlight that students who identify as first-generation college students and those who work during the program may benefit from further supports to improve likelihood of success in an accelerated, hybrid PTEP. In addition, utilization of an applicant's u60GPA may be a valuable datapoint for admissions committees to use when reviewing applicants for this model of program.

CONCLUSIONS

The results of this study may aid in admissions decision making and, importantly, assist in early identification of students who need additional academic supports. Research should continue to assess nontraditional variables of success in PTEPs using National Physical Therapy Examination data to support admissions committee decision making. As the field of physical therapy aims to diversify the workforce, ensuring admissions processes evaluate holistic factors predictive of success is imperative.

Impact of a Modular Bridge Course for First-Year Pharmacy Students

OBJECTIVE

To determine the short-term impact of redesigning first professional year (first-year pharmacy [P1]) content using cognitive load theory on academic success and student well-being.

METHODS

This retrospective study compared outcomes from the P1 fall/spring semesters and academic year for the classes of 2026 (n = 99) and 2027 (n = 104) after a content redesign implemented in fall 2023. Student demographics, nonacademic factors (perceived stress, impostor syndrome, testing anxiety, Grit), and academic factors (grade point averages, progression rates, grades, remediations) were collected and analyzed. Data comparisons between cohorts utilized the Mann-Whitney test for continuous variables, χ2 test for categorical variables, and risk estimates for dichotomous variables.

RESULTS

Academic outcomes showed no significant differences between cohorts. First-generation and non-White students in the class of 2026 were 3 times and 4.8 times more likely, respectively, to receive one or more grades below C- in the P1 year. Following curricular redesign, first-generation and non-White students in the class of 2027 did not exhibit increased likelihood of earning grades below C-. Non-White students in the class of 2027 no longer faced increased risk of not progressing to the P2 year, a significant improvement from the class of 2026, which showed a 6.9-fold increased risk. Additionally, remediating content during the P1 fall semester correlated with higher academic risk.

CONCLUSION

Curricular redesign utilizing cognitive load theory achieved comparable academic performance in P1 students overall, with notable benefits for first-generation and non-White students. This approach effectively identified students at risk, facilitating targeted and timely interventions.

Nonacademic predictors of China medical licensing examination

BACKGROUND

National Medical Licensing Examination (NMLE) is the entrance exam for medical practice in China, and its general medical knowledge test (GMKT) evaluates abilities of medical students to comprehensively apply medical knowledge to clinical practice. This study aimed to identify nonacademic predictors of GMKT performance, which would benefit medical schools in designing appropriate strategies and techniques to facilitate the transition from medical students to qualified medical practitioners.

METHODS

In 1202 medical students, we conducted the deletion-substitution-addition (DSA) and structural equation model (SEM) analyses to identify nonacademic predictors of GMKT performance from 98 candidate variables including early life events, physical conditions, psychological and personality assessments, cognitive abilities, and socioeconomic conditions. The candidate variables were assessed using psychometrically or cognitively validated and accepted instruments.

RESULTS

We identified seven nonacademic predictors for GMKT performance. Body mass index (BMI) and working memory reaction time showed direct negative effects on GMKT performance. Psychological and personality features (conscientiousness, state anxiety, and openness to experience) indirectly affected GMKT performance via BMI, while socioeconomic conditions (father's education and mother's occupation) indirectly affected GMKT performance by influencing psychological and personality features and further BMI.

CONCLUSION

The identified nonacademic predictors for GMKT performance and their pathways may be useful for improving medical education by strengthening favorable and weakening, rectifying, or compensating unfavorable factors that are modifiable.

An Intervention to Support Newly Admitted Students' Transition to Pharmacy School

OBJECTIVE

This study aimed to provide prematriculation intervention addressing basic needs for newly admitted Doctor of Pharmacy students, and to assess postintervention changes made by students in the transition areas.

METHODS

Six transition areas were identified as basic needs that should be addressed by students before matriculation to enhance their potential for academic success. These areas included housing, commute, nonschool responsibilities and commitments (eg, childcare, excessive extracurricular activities), work, finances, and study approach. A prematriculation survey was administered to 24 students enrolling in January 2024. On the basis of the survey responses, members of the college's transition team contacted students to intervene in 1 or more of the 6 transition areas when plans had not been made or were deemed as a potential barrier to academic success. A postmatriculation survey was administered during new student orientation to assess the changes that students made following the interventions.

RESULTS

A total of 24 students (100%) completed the presurveys and postsurveys. On the basis of presurvey data, 14 students were contacted (7 video conferences, 7 email exchanges). The interventions addressed work (36.8%), study approach (31.6%), finances (15.8%), non-school-related responsibilities (10.5%), and housing (5.3%). Students made a total of 54 changes in the transition areas. Thirty-three (61.1%) of the changes were made by students who received intervention, and 21 (38.9%) were made by students who had not been contacted for intervention.

CONCLUSION

Prematriculation intervention addressing basic needs assists students in the transition to pharmacy school and proactively supports academic success.

Exploring the Impact of Generation Status on Pharmacy Admissions: A Comparative Study of First-Generation and Continuing-Generation College Students

OBJECTIVE

First-generation college students (FGCSs) comprise a large demographic of health professions programs. Although FGCSs in pharmacy education have been studied, robust data describing FGCSs who pursue a Doctor of Pharmacy degree are sparse. The objective of this study was to describe the FGCS applicant population within pharmacy education from 2017 to 2023 and compare them with continuing-generation college student (CGCS) applicants.

METHODS

We conducted a descriptive cross-sectional study using national Doctor of Pharmacy application data from the Pharmacy College Application Service between 2017 and 2023.

RESULTS

Of the 83,446 applicants, 26% identified as an FGCS, with analysis demonstrating the breadth of differences between FGCS and CGCS. FGCSs were found to be older, more likely of minority status, and more likely to come from disadvantaged backgrounds. FGCSs also submitted a greater number of applications per student, were less likely to matriculate, and were more likely to be denied by at least 1 program.

CONCLUSION

Important differences between FGCSs and CGCSs in the pharmacy school applicant pool were identified. These differences highlight the importance of studying recruitment strategies and support programs for FGCS pharmacy applicants, strategies to increase completed applications, and decrease melt in FGCSs once they are accepted into programs.

Counting on Change: Conquering Challenges in Teaching Pharmaceutical Calculations

All pharmacists are expected to accurately perform pharmaceutical calculations to ensure patient safety. In recent years, there have been trends in declining performance on the North American Pharmacist Licensure Examination related to calculations. Understanding the cause of this decline and determining methods to correct underlying issues could benefit pharmacy administration, faculty, students, and patients. The aims of this commentary are to present the factors impacting the students' pharmaceutical calculations abilities, discuss the consequences of declining math skills, and provide a call to action for scholarship of teaching and learning pertaining to calculations, as well as increased administrative support to rectify this challenge.

The impact of critical thinking skills on student pharmacist GPA at a historically Black university

INTRODUCTION

Limited information is available regarding whether malleable factors such as critical thinking skills are associated with academic performance among underrepresented minority pharmacy students. This study assessed the relationship between critical thinking skills and grade point average (GPA) among pharmacy students attending a Historically Black College.

METHODS

A cross sectional study design was utilized to evaluate the association between student's GPA and critical thinking skills. Demographic data and GPA were abstracted from student records. The health sciences reasoning test with numeracy was administered to pharmacy students at Howard University during the 2017 to 2018 academic year. Critical thinking scores were classified as weak, moderate, or strong/superior. A one way analysis of variance was conducted to ascertain if the average GPA differed based on critical thinking skills category. A multiple linear regression analysis was conducted to determine whether student's critical thinking skill category was associated with the cumulative GPA after accounting for other factors.

RESULTS

Among 217 students, the mean GPA among students with a weak critical thinking skills score (3.22 ± 0.40) was lower compared to students with a strong/superior score (3.39 ± 0.33) with a p-value of 0.029. After adjusting for other factors, a strong/superior critical thinking skills score was associated with a higher GPA (p-value = 0.024) in comparison to weak critical thinking skills.

CONCLUSION

Stronger critical thinking skills scores are associated with better academic performance among underrepresented minority pharmacy students.