Pharmacy College Admission Test Scores Research Articles

Medication therapy problems assessment within medication history objective structured clinical examinations using standardized patients versus peer actors

AbstractIntroductionStandardized patients (SPs) are actors who role‐play patients in objective structured clinical examinations (OSCEs). Potential benefits of using SPs may include standardized learning experiences and realistic emulations. Use of SPs on academic performance remains unreported.ObjectiveTo compare students' identification of medication therapy problems (MTPs) in medication history OSCEs utilizing SPs versus those utilizing student peer actors.MethodsThis single‐center historical cohort study included two cohorts of third‐year student pharmacists in a capstone course in spring 2019 and 2021. One cohort had peers acting as patients and another interacted with SPs. Students completed two OSCEs and were assessed by faculty using a performance‐based rubric. Outcomes included students' identification of MTPs defined per Pharmacy Quality Alliance Frameworks, OSCE performance, levels of MTP management, and questionnaire item responses.ResultsOne‐hundred forty‐three subjects were enrolled: 86 in the peer and 57 in the SP cohorts. Baseline characteristics between cohorts were similar across age, overall grade point average, and composite Pharmacy College Admission Test score. Fewer students in the SP cohort identified MTPs versus the peer actor cohort on both OSCEs (52.6% vs. 89.7%, p < 0.001, and 64.9% vs. 88.2%, p = 0.001), and OSCE grades were significantly lower in the SP cohort (76.0% vs. 81.5%, p = 0.01, and 76.5% vs. 89.0%, p < 0.001). Medication therapy problem management was significantly different between the cohorts across both OSCEs (p < 0.05). Students responded to questionnaire items by agreeing SPs were effective and improved the OSCEs.ConclusionUse of SPs in medication history OSCEs was associated with significant decreases in students' identification of MTPs and lower OSCE grades. Continued research is warranted to assess factors associated with differences in performance and to provide recommendations optimizing SP and peer actor roles.

Predictors of student pharmacist success on an advanced pharmacy practice experience-readiness performance-based assessment

IntroductionThe study objective was determining the relationship of certain predictor variables with student performance on an advanced pharmacy practice experience (APPE)-readiness performance-based assessment (PBA) in the third professional year (P3). MethodsThis retrospective study aimed to identify if student predictors and/or curricular-related predictor variables correlate with student performance on a patient interview and documentation activity (PIDA), an APPE-readiness assessment. Student predictors included Pharmacy College Admission Test score, pre-pharmacy cumulative grade point average (GPA), end of first professional year (P1) GPA, end of second professional year GPA, end of fall P3 GPA, and elective Pharmacists' Patient Care Process (PPCP) score. Curricular-related predictor variables comprised specific activities with emphasis on patient care skill development in P1 through P3 years. Adjusted and unadjusted linear regression models assessed correlations between PIDA score and student predictors as well as curricular variables. ResultsStudents from the Classes of 2018 through 2020 at Southern Illinois University Edwardsville School of Pharmacy (N = 231) were included. Two student predictors, P3 GPA and PPCP elective score, showed statistically significant correlations with PIDA performance. One curriculum-related variable, P3 activity with an emphasis on medication reconciliation, demonstrated a statistically significant correlation with student performance on the PIDA. ConclusionsStudent performance on a cumulative PBA may be predictive from prior curricular learning experiences that assess similar patient care skills. The predictive impact of the elective PPCP score on a PBA needs additional research. Recent implementation of a new curriculum may lead to identification of other predictors of student success on PBAs.

Trends in Pharmacy College Admission Test Requirements and Utilization Across Colleges and Schools of Pharmacy

Objective. To identify national trends among US pharmacy schools and colleges in their requirements for the Pharmacy College Admission Test (PCAT) and underlying rationales for not requiring pharmacy school applicants to take it.Methods. An electronic survey regarding the following was sent to all US pharmacy programs: current and future PCAT requirements for applicants, use of the PCAT or other means to assess applicants' written communication skills, use of unofficial PCAT scores, and, if applicable, the rationale for not requiring applicants to submit PCAT scores. Data analysis was performed using Excel.Results. One hundred five (73%) of 144 schools and colleges of pharmacy responded to the survey. Twelve institutions discontinued the PCAT requirement between the 2018-2019 and 2019-2020 admissions cycles. The most commonly selected reason for discontinuation was a desire to increase pharmacy applications by reducing admission barriers. Pharmacy schools nationwide had concerns regarding high PCAT registration fees. The majority of pharmacy programs that used PCAT scores in their application process indicated that they always, often, or sometimes invited applicants for an interview before they had received the applicant's official PCAT scores. The majority of pharmacy programs considered applicants' PCAT writing score in making their admissions decisions. Other methods used included onsite essays and personal statements.Conclusion. At the time of this study the majority of US pharmacy schools required applicants to submit the PCAT scores before being considered for admission to pharmacy school; however, the use of this examination has declined nationally.

Use of an in-house comprehensive exam as a predictor for academic success

IntroductionWe created a comprehensive, internally developed, knowledge-based assessment called the Year 1 Comprehensive Abilities Assessment (Y1-CAA) in order to address the unique assessment needs of an accelerated three-year pharmacy program. This study investigated the correlation between the Y1-CAA and performance on a variety of academic factors, including, but not limited to, curricular performance, Pharmacy Curriculum Outcomes Assessment (PCOA) scores, and North American Pharmacist Licensure Examination (NAPLEX) scores. MethodsThe 120 question Y1-CAA was created and benchmarked by the faculty and given to students at the end of the first professional year. Y1-CAA scores were compared to a host of variables, including student demographics, pre-pharmacy grade point average (GPA), Pharmacy College Admission Test scores, PCOA scores, pharmacy school GPA, and NAPLEX scores using appropriate statistical methods.Results: A total of 233 students were included in the study. Performance on the Y1-CAA was positively correlated with performance in the pharmacy curriculum and on the PCOA. Y1-CAA performance also showed a significant correlation with NAPLEX scaled scores (R = 0.568, P < .001). ConclusionsThis study found a positive correlation between performance on the Y1-CAA and academic success, performance on the PCOA, and performance on the NAPLEX.

Impact of faculty interviewers on student matriculation following pharmacy school offer of admission

IntroductionAcceptance to pharmacy school relies on data such as grade point average (GPA) and Pharmacy College Admission Test (PCAT) scores in addition to holistic review. The interview is the final step in finding successful applicants. This study sought to identify if faculty interviewers had an impact on prospective students' decisions to accept an offer of admission to our college of pharmacy. MethodsA seven-year retrospective review of applicants granted an offer of admission was conducted. Analyses determined if interviewer assignment impacted yield of students matriculating into the program. ResultsFifty-two different faculty interviewed 1634 applicants who were subsequently offered admission during the seven-years of review; of these applicants, 482 matriculated (yield 29.5%). Ten faculty interviewers provided 1020 (62.4%) of these interviews, with 302 applicants matriculating (yield 29.6%). Univariate analysis of these 10 interviewers did not find a significant difference in yield. Matriculation between the highest and lowest yielding faculty members trended toward a difference but was not statistically significant. Lower cumulative GPA, lower quantitative PCAT, lack of a bachelor's degree or higher, and interviewing later in the admissions cycle correlated with a higher matriculation yield (P < 0.05). ConclusionsFaculty interviewers did not impact an applicant's decision to accept an offer of admission to pharmacy school. Interviewing late in the admissions cycle, not having a bachelor's degree, lower cumulative GPA, and lower quantitative PCAT score correlated with increased matriculation yield.

Development and evaluation of additional college of pharmacy admittance variables: Life experiences and holistic composite scores

IntroductionThis study aimed to develop and evaluate new variables for assessment of doctor of pharmacy (PharmD) program candidates. MethodsTwo new admissions variables were created. The life experiences variable included number of awards, letter of reference scores, degree attainment, publications, prior academic suspension, leadership experience, work experience, and a diversity score. The holistic composite variable consisted of Pharmacy College Admission Test score, pre-pharmacy grade point average (GPA), interview score, and the new life experiences score. Variables were retroactively applied to prior admissions data, and scores of successful applicants were compared to scores of unsuccessful applicants. ResultsA total of 968 applicants from the 2015 and 2016 applicant pools were included in the evaluation analysis. Applicants offered admission had higher average scores for life experiences and holistic composite variables compared to those that were not offered admission (63.6 vs. 59.95 and 77.3 vs. 64, respectively). The life experiences and holistic composite scores were positively correlated with an offer of admission (0.142 and 0.547, respectively) and post-admission GPA (0.211 and 0.433, respectively) and negatively correlated with applicants accepting the offer of admission (−0.158 and − 0.25, respectively). ConclusionsThe holistic composite score was strongly predictive of an offer for admission and post-admission academic success, indicating that it may be a useful tool in assessing applicants. As new data becomes available, revisions could be considered to the life experiences score to better predict offer of an interview, offer of admission, and post-admission academic success.

Predictors of performance on the North Carolina Multistate Pharmacy Jurisprudence Examination

IntroductionTo evaluate an expanded set of variables and determine their association with Wingate University School of Pharmacy (WUSOP) graduates' scores on the North Carolina (NC) Multistate Pharmacy Jurisprudence Examination (MPJE). MethodsDemographic, pre-admission, pharmacy school, and licensing preparation variables were collected for WUSOP graduates who attempted the NC MPJE for the first time in 2017. Bivariate correlations between student-pharmacist characteristics and the MPJE score were performed. ResultsSeveral variables were found to have a statistically significant association with the NC MPJE score, including prerequisite grade point average, pharmacy coursework, Pharmacy Curriculum Outcomes Assessment performance, and completion of MPJE practice questions. There were no significant associations between NC MPJE scores and demographic characteristics, previous paid pharmacy employment, receipt of undergraduate degree, or Pharmacy College Admission Test scores. ConclusionThis exploratory analysis identified characteristics of WUSOP graduates that were associated with performance on the NC MPJE. The results of this study will be communicated with future graduates to enhance their success on the jurisprudence examination.

Predicting success in pharmaceutical calculations

IntroductionUnderstanding preadmission predictors of success in pharmacy calculations, an important aspect of pharmacy practice, could impact admissions selection and advising practices. The objective of this study was to determine which student specific preadmission variables best predict success in a pharmaceutical calculations course. MethodsPreadmission data from 388 students who completed a one semester pharmaceutical calculations course between 2013 and 2016 were evaluated. This retrospective analysis was performed to determine which of the independent preadmission variables were positively correlated to the pharmaceutical calculations course grade. Fifteen preadmission variables, including demographics, grade point average (GPA), Pharmacy College Admission Test (PCAT) score, prior degrees, and number of pre-professional credit hours completed, were evaluated. Descriptive statistics were used for baseline characteristics and relative importance analysis was used to examine association between the dependent and independent variables. ResultsThe relative importance analysis revealed eight of the fifteen preadmission variables were significantly correlated with final grades in pharmaceutical calculations. Overall, 26.1% of the variance was explained by these variables. GPA (cumulative and science specific) and PCAT (quantitative and verbal) were the strongest indicators. ConclusionsPreadmission GPA and PCAT scores were the best predictors of success in a pharmaceutical calculations course. About one quarter of the variance was explained by the identified predictive variables, therefore other factors, not evaluated in this study, likely influence the success in pharmaceutical calculations and should be investigated to determine a more dependable set of predictors.

Impact of social media use on reading levels in third-year student pharmacists

IntroductionThe majority of Americans report using social media, but there is limited research describing impact of social media on academic performance and reading. Our objectives were to describe the association between social media use and reading levels of third-year student pharmacists (P3), describe the association between reading level and pharmacy school admissions data, and assess texts used in the curriculum for readability. MethodsThis was a prospective, cohort study. Reading level was determined by a standardized test. Social media data were collected via questionnaire. Admissions data were obtained from the admissions office. Readability of texts was assessed using readability software. ResultsEighty-nine student pharmacists completed the study. The average reading level was 16.4. Students reported using social media for an average of 126 min daily. Students reported using an average of four social media sites and spending 88 min weekly on extracurricular reading. Negligible linear correlations were found between reading level and time spent on social media (ρ = 0.063), number of sites used (ρ =0.062), and time spent on extracurricular reading (ρ= 0.130). A moderate correlation (ρ = 0.524) was found between reading level and Pharmacy College Admission Test (PCAT) score. The average readability of guidelines and textbook chapters were 18.1 ± 1.0 and 20.4 ± 0.3, respectively. ConclusionsIn P3 students, reading level was not associated with social media use. However, PCAT scores were positively associated with reading level. Furthermore, the readability of assigned texts exceeded the average reading level of the students.

Preparing incoming pharmacy students for a professional program: utilization of a practice lecture and comparative quizzes as a component of a bridging program.

Preparing incoming pharmacy students for a professional program: utilization of a practice lecture and comparative quizzes as a component of a bridging program.

Examining the Association of GPA and PCAT Scores on Objective Structured Clinical Examination Scores

Objective. To examine the association between certain demographic and admission measures and Objective Structured Clinical Examination (OSCE) performance in a cohort of pharmacy students. Methods. A retrospective review of demographic characteristics, admissions data [cumulative and science admission Grade Point Average (GPA), Pharmacy College Admissions Test (PCAT) scores], and OSCE scores was performed for the Class of 2017 at the University of Tennessee College of Pharmacy. Results. Female students scored significantly higher than male students on the Warfarin OSCE - Standardized Patient (SP) rated General Communication Skills and on the Warfarin OSCE - Faculty rated Patient Interviewing Skills. Age was significantly, inversely correlated with Warfarin OSCE - Faculty rated Therapeutic Knowledge score. Warfarin OSCE - SP rated General Communication Skills score was significantly, positively related to PCAT composite score and PCAT reading comprehension score. PCAT composite score was significantly, inversely correlated to Warfarin OSCE - Faculty rated Patient Interviewing Skills score. Warfarin OSCE - Faculty rated General Communication Skills score was significantly, positively related to cumulative admission GPA and admission science GPA. Conclusion. Eight statistically significant correlations were found between demographic and admissions measures and specific OSCE scores. Regression models were significant but explained a low percentage of the variance in OSCE scores, suggesting other factors not included in the study have a greater effect on scores. Such factors may include knowledge acquired in pharmacy school courses such as the therapeutics course series.

Examination of Factors Relating to Student Performance on the Pharmacy Curriculum Outcomes Assessment

Objective. To examine relationships between students' demographic and academic performance factors and their scores on the Pharmacy Curriculum Outcomes Assessment (PCOA). Methods. Students' PCOA scores and demographics (eg, age, race/ethnicity, sex), preadmission data [eg, cumulative and science grade point average (GPA), Pharmacy College Admissions Test (PCAT)], and academic performance variables (eg, pharmacy GPA, academic standing) were analyzed for one class of third-year pharmacy students (N=159). Independent t-tests and Analysis of Variance (ANOVA) were used to compare scores by demographic variables. Pearson's r correlations were used to assess relationships between PCOA scores and age, PCAT scores, and GPA. Stepwise linear regression was conducted to determine the predictive ability of variables with significant correlations to PCOA performance. Results. Significant correlations were found between sex and PCOA scores with males scoring higher than females. Significant correlations with PCOA scores were also found for PCAT scores, pre-pharmacy science GPA, and pharmacy didactic GPA. Significant differences were found by academic standing, where students in academic difficulty who were allowed to proceed without repeating curricular content scored significantly lower on the PCOA than those who did not experience academic difficulty. Conversely, there were no statistical differences between those who repeated courses and those who never experienced academic difficulty. PCOA performance predictors in the final regression model included PCAT composite score, pharmacy GPA and sex. Conclusion. New findings included differences in PCOA scores by sex and by academic standing, a variable not previously explored in published studies. Findings have implications for remediation decisions in pharmacy curricula.

Predicting Student Success Using In-Program Monitoring

Objective. To determine whether admissions data alone adequately predicts student success in the first-year doctor of pharmacy (PharmD) curriculum or whether academic monitoring and intervention has greater value toward successful completion of first-year coursework. Methods. A systematic evaluation of the literature assessing student success was performed to ascertain historical evidence of student success metrics. We then retrospectively analyzed internal admissions data and first-year outcomes for our pharmacy classes of 2016-2019 using available data. We conducted an interim evaluation of voluntary academic monitoring and mentoring with the hypothesis that admission data alone cannot predict student success in early foundational coursework, and intentional intervention might improve success. Results. Pre-pharmacy grade point average (GPA), science GPA, Pharmacy College Admission Test (PCAT) score, and prior degree status each retain some predictive value regarding success, and combinations of these factors may improve the ability to predict student success in early foundational coursework. There remains a significant, and perhaps insurmountable, gap in identifying quantitative metrics that forecast student success. Although admission data can stratify incoming students based on predicted academic ability, early monitoring and intervention provide an actionable means for enhancing student success in first-year coursework. Conclusion. Quantitative academic measures, such as PCAT scores and GPA, historically have demonstrated limited value in predicting student success. While these measures allow stratification of predicted academic performance among incoming students, monitoring of first-year, institution-specific data, such as midterm grades, can direct intentional intervention and remediation strategies that may provide more benefit to ensure students succeed.

Multiple Mini-Interview Performance Predicts Academic Difficulty in the PharmD Curriculum

Objective. To identify admissions variable prognostics for academic difficulty in the PharmD curriculum to use for admissions determinations and early identification of at-risk students. Methods. Retrospective multivariate analysis of 2008-2012 admission data were linked with academic records to identify students with academic difficulty (ie, those with Ds, Fs, delayed progression). The influence of prepharmacy grade point average (GPA), composite Pharmacy College Admission Test (PCAT) score, multiple-mini interview (MMI) score, age, credit hours, state residence, and prior degree on academic difficulty was estimated using multivariate logistic regression. Results. Students' (n=587) prepharmacy GPA, composite PCAT score, mean MMI score, and age were 3.6, 72.0, 5.5, 22.8 (SD=4.14 years), respectively. Students having a GPA <3.25, PCAT score <60th percentile, or MMI score <4.5, were approximately 12-, 7-, and 3-times more likely, respectively, to experience academic difficulty than those with a GPA ≥ 3.75, PCAT score >90, or MMI score of 5-6. Conclusion. Using GPA, PCAT, and MMI performance can predict academic difficulty and assist in the early identification of academically at-risk PharmD students.

Admission Variables Predictive of Academic Struggle in a PharmD Program

Objective. To characterize and describe admission variables predictive of poor grade attainment by students in 2 pathways to a doctor of pharmacy (PharmD) program.Methods. A retrospective analysis of course grades of PharmD students admitted from 2000 to 2009 (N= 1,019) in the traditional degree pathway ("1 plus 5" degree program) and the provisional pathway (admitted directly from high school) was performed.Results. Four hundred three grades of D or less were earned by 183 (18%) students. There were more grades of D or less in the first pharmacy year. Receipt of an unsatisfactory grade was associated with all Pharmacy College Admission Test (PCAT) subcategory scores, PCAT composite score, cumulative prepharmacy coursework hours, prepharmacy grade point average (GPA), prepharmacy science and math GPA, and interview score for accepted students in the traditional pathway. For students in the provisional pathway, PCAT-quantitative analysis, PCAT composite score, prepharmacy cumulative GPA, prepharmacy science and math GPA, English American College Testing (ACT) score, and composite ACT score predicted poor grades. Conclusion. Admissions committees should heed PCAT scores and GPAs, regardless of program pathway, while progression committees should focus on early program coursework when designing strategies to optimize retention.

Diversity Characteristics of the 2008-2009 Pharmacy College Application Service Applicant Pool

To characterize the 2008-2009 Pharmacy College Application Service (PharmCAS) applicant pool in terms of diversity-related variables compared with admissions-related variables. The relationships between the diversity variables of ethnicity, gender, parental education, and prepharmacy education, and the admissions-related variables of grade point average (GPA), pharmacy college admission test (PCAT) score, and acceptance rates were evaluated. There were 16,246 applicants to PharmCAS during the 2008-2009 pharmacy college and school admission cycle. Female applicants and non-underrepresented minorities (non-URMs) achieved higher mean GPAs, and male applicants and non-URMs had higher mean PCAT scores. Higher parental education was associated with higher mean GPA and PCAT scores. Mean PCAT score and GPA increased as prepharmacy education increased, with the exception of a bachelor's degree, which was associated with a lower GPA. Acceptance rates were higher among female applicants, non-URMs, and applicants with higher prepharmacy education and parental education. Female applicants, non-URMs, applicants with higher than a bachelor's degree, and applicants whose parents attained a doctoral degree were associated with higher mean GPAs and PCAT scores and were accepted to a higher proportion of the colleges and schools to which they applied. Colleges and schools of pharmacy can use these data as a benchmark when evaluating admissions processes.

Are We Producing Innovators and Leaders or Change Resisters and Followers?

Education seems to be in America only commodity of which customer tries to get as little he can for his money. (1) The Scottish social philosopher Adam Smith, who gave us concept of invisible hand as a force in society, is often credited with articulating importance of unintended consequences of actions, especially those taken on a societal scale. History is replete with examples of public policy that, while intended to address a societal need, has given rise to long-term, unanticipated negative consequences. For example, generous donation of clothing to certain regions of Africa has decimated local textile industry, exacerbating rather than relieving poverty. (2) In healthcare arena, 1 of commonly cited unintended consequences of our educational and practice efforts is lack of innovation in health care and healthcare delivery. The Institute of Medicine Roundtable on Value & Science-Driven Health Care, whose purpose is the development of a learning healthcare system that is designed ... to drive process of discovery as a natural outgrowth of patient care; and to ensure innovation, quality, safety, and value in health care, has noted that although medical care in United States has capability to be world's best, it currently falls short. Far too often, care that is important is not delivered, and care that is delivered is not important. (3) The Roundtable was referring to health care in general, but we believe that their concerns are especially applicable to pharmacy practice and education. Over past 2 decades, pharmacy education has undergone a major transformation with shift to a doctor of pharmacy degree for entry-level practice. This change was made because of prevailing belief at time that pharmacy practice and pharmaceutical science were advancing to point where additional education was required to ensure that pharmacy profession maintained its leadership role in medication therapy management and ensuring safety of drug therapy. (4) The result of this educational shift was a number of changes in how we recruit, educate, and place our students. While each measure enacted has been intended to advance our education of new professionals, it is legitimate to ask if these well-intentioned actions are giving rise to inadvertent negative consequences. In particular, we suggest that pharmacy educational programs are at risk of producing not leaders and innovators needed to change health care but rather followers who will inappropriately tend to preserve status quo in health care and pharmacy practice. We believe there are several trends promoting this concern. These are widespread and affect our key processes: admissions/recruitment, curricular design, programmatic evaluation, and preparation/advising for career placement. Our concerns begin with how we select students for admission to our programs. There is significant research published on various admission processes used in colleges and schools of pharmacy. The research indicates that our quantitative measures (eg, Pharmacy College Admissions Test scores, prepharmacy grade-point average [GPA], math/science grades) are good predictors of academic success, defined as professional program GPA, graduation rates, and success on national board examinations. (5-9) Although most schools use these measures as key predictors for admittance, there appears to be little research on how good these measures are at predicting applicants' future leadership potential or their likelihood of becoming change agents for profession. Fortunately, requirement of Accreditation Council for Pharmacy Education (ACPE) that all potential enrollees be interviewed enables us to combine these quantitative criteria with qualitative assessments. Interview approaches appear to vary widely and ability of these approaches to predict students' academic performance or, more importantly, their potential for leadership or innovation is not clear. …

Predicting Performance in the First-Year of Pharmacy School

To determine the predictive validity of the Pharmacy College Admission Test (PCAT) scores and other variables for students' success in the first year of doctor of pharmacy (PharmD) programs. PCAT scores, entering grade-point averages (GPAs), demographic characteristics, and GPAs for the first year of pharmacy curriculum were collected from the Pharmacy College Application Service (PharmCAS) and from 22 pharmacy programs. PCAT scores and entering GPAs were positively correlated with subsequent GPAs after the first year. Regression analyses showed the contribution of PCAT scores and entering GPAs in predicting first-year pharmacy GPAs. PCAT scores and prepharmacy GPAs both showed moderate predictive validity in indicating candidates likely to succeed in the first year of the pharmacy program. These findings are consistent with those of previous similar studies.

Preadmission predictors of PharmD graduates' performance on the NAPLEX.

To identify prepharmacy variables that predicted graduate performance on the North American Pharmacist Licensure Examination (NAPLEX) test. Undergraduate and pharmacy school transcripts for 424 students admitted to the Texas Tech University Health Sciences Center (TTUHSC) Doctor of Pharmacy program from the fall of 1996 to the fall of 2001 were reviewed. NAPLEX scores were provided by the Texas State Board of Pharmacy (TSBP). Statistical analyses were performed using SPSS, 11.5. Grade point average, composite Pharmacy College Admission Test (PCAT) score, and California Critical Thinking Skills Test (CCTST) score were each positively correlated with NAPLEX score (p < 0.001 for each). Type of school where organic chemistry was completed; age; advanced courses taken in chemistry, biology, and math; and attainment of a BS, BA, or MS degree were not significantly correlated with NAPLEX score (p > 0.05). When comparing students who successfully graduated and passed the NAPLEX with students who were academically suspended or who failed the NAPLEX, there were significant differences in mean PCAT scores, CCTST score, and age (p < 0.05 for all). Stepwise regression analysis applying all admission variables except PCAT subscores revealed a correlation between predictors (composite PCAT, prepharmacy GPA, and age) and NAPLEX score (p < 0.001). Composite PCAT score was the strongest predictor of success and failure on the NAPLEX. However, the combined predictive ability of PCAT and CCTST scores, prepharmacy GPA, and age was relatively low. Thus, a full review of each candidate's application is justified.

Pharmacy students' reading ability and the readability of required reading materials.

To determine the reading level of third-professional year doctor of pharmacy students and whether a significant correlation existed between Nelson-Denny Reading Test (NDRT) grade equivalence scores and the Pharmacy College Admission Test (PCAT) percentile scores, and to determine the reading level of selected course materials. The NDRT was administered to third-professional year (P3) pharmacy students. Scores from the NDRT were compared to the percentile rankings of the students' PCAT scores to determine whether significant correlations existed. Chapters from a pharmacy textbook and published medical guidelines were assessed using the Gunning FOG readability formula. Based upon the NDRT, the average reading grade level for pharmacy students was 16.5 years. There was a strong correlation between the vocabulary scores from the NDRT and the PCAT verbal percentile (rho = 0.776, p < 0.001). The average readability grade level of the materials assessed was 18.0 years for the textbook and 19.2 years for the medical guidelines. The verbal PCAT percentiles strongly correlate with the vocabulary grade equivalence scores on the NDRT. A moderate correlation was found between the composite PCAT percentiles and NDRT total grade equivalence scores. There was also a disparity between the average reading level of the students and that of the reading samples that were assessed.