Factors that affect academic performance among pharmacy students.
Sujit S Sansgiry1, Monali Bhosle, Kavita Sail
1Department of Clinical Sciences and Administration, College of Pharmacy, University of Houston, Texas Medical Center, 1441 Moursund Street, Houston, TX 77030, USA. ssansgiry@uh.edu
Test competence is key for distinguishing academic performance in pharmacy students. Skills like academic competence and time management improve during the experiential year, enhancing overall academic success.
Area of Science:
- Pharmacy Education
- Academic Performance Factors
Background:
- Student success in pharmacy programs is influenced by various non-academic factors.
- Understanding these factors can help identify students at risk and improve support systems.
Purpose of the Study:
- To investigate the relationship between academic competence, test competence, time management, strategic studying, test anxiety, and academic performance.
- To determine if these factors differentiate students based on academic performance (GPA) and program year (experiential vs. second year).
Main Methods:
- A cross-sectional study design was employed.
- Validated questionnaires assessed academic competence, test competence, time management, strategic studying, and test anxiety.
- 198 pharmacy students at the University of Houston participated.
Main Results:
- Academic competence and test competence were significantly associated with academic performance (GPA).
- Students with higher GPAs (≥3.0) demonstrated significantly higher test competence.
- Students in the experiential year showed significant differences in test anxiety, academic competence, test competence, and time management compared to second-year students.
Conclusions:
- Test competence is a critical differentiator for students with varying academic performance levels.
- Academic competence, test competence, test anxiety, and time management skills improve as students advance through their experiential year in the pharmacy program.
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