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Evidence of Criterion Validity for One Pharmacy School's Progress Examination Program.
1Wingate University School of Pharmacy, Wingate, North Carolina.
American Journal of Pharmaceutical Education
|December 1, 2016
Summary
This study shows that a pharmacy student progress examination program accurately identifies those at risk of academic or licensing exam failure. Early identification allows for timely intervention to improve student outcomes.
Area of Science:
- Pharmacy Education
- Student Assessment
- Academic Performance
Background:
- Pharmacy programs require robust assessment methods to ensure student competence.
- Evaluating student progress is crucial for timely intervention and academic success.
Purpose of the Study:
- To validate a progress examination program's accuracy in identifying pharmacy students at risk of academic or licensing failure.
- To assess the predictive validity of progress examinations against national licensing exams and GPA.
Main Methods:
- A locally developed, annual progress examination program administered to 289 PharmD students (Years 1-4).
- Statistical analyses including correlations, linear regressions, and odds ratio analysis were performed.
- Examination scores were compared against cumulative didactic GPA and national licensing examination performance.
Main Results:
- Progress examination scores strongly correlated with GPA and national licensing exam performance.
- Poor performance on progress exams predicted higher likelihood of failing the licensing exam, graduating late, or having a GPA below 3.0.
- The second-year exam specifically predicted on-time graduation and GPA achievement.
Conclusions:
- The progress examination program effectively identifies pharmacy students at risk of academic and licensing examination failure.
- Early identification through these assessments enables targeted support for at-risk students.
- The program serves as a valuable tool for ensuring competency and success in pharmacy education.
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