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Associating Student Performance in Pharmacy Practice Didactic and Skills-Based Courses With Advanced Pharmacy

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Area of Science:

  • Pharmacy Education
  • Medical Education Assessment
  • Student Performance Evaluation

Background:

  • Identifying students at risk for poor performance during advanced pharmacy practice experiences (APPEs) is crucial for timely intervention.
  • Traditional didactic course assessments may not fully capture the skills needed for successful APPEs.

Purpose of the Study:

  • To investigate the correlation between didactic course assessments and student performance in APPEs.
  • To identify specific pre-APPE curriculum components that predict APPE success or failure.

Main Methods:

  • Retrospective analysis of data from pharmacy graduates (2018-2020).
  • Comparison of didactic course examination scores and performance-based assessment results with APPE performance.
  • Categorization of students into 'poor performers' (final APPE grade <83%) and 'acceptable performers'.

Main Results:

  • Six of seven pharmacy practice didactic courses showed a significant association between mean examination scores below 83% and APPE poor performance.
  • Five courses were significant at a <78% threshold.
  • Performance-based assessments requiring critical thinking were significantly linked to APPE poor performance.

Conclusions:

  • A disconnect exists in identifying students with suboptimal APPE performance who do not fail didactic courses.
  • Pre-APPE curricula should incorporate assessments emphasizing critical thinking to better identify at-risk students.
  • This approach can help other pharmacy programs refine curricula for early student support.