Pharmacy Curriculum Outcomes Assessment Research Articles

Predictors of student preparedness for advanced pharmacy practice experiences

BackgroundA capstone course often serves as the final checkpoint of student readiness before the commencement of experiential training. The purpose of this study was to determine if the assessment components from the capstone course can serve as predictors of student performance during their Advanced Pharmacy Practice Experiences (APPEs).MethodsStudent data was analyzed to observe the correlation between performance in the Pharmacy Curriculum Outcomes Assessment (PCOA), student performance in the capstone course, and the overall grade point average (GPA) earned during APPEs. Spearman rank correlation analysis, multiple linear regression, and Mann-Whitney U test were used for statistical analysis.ResultsA statistically significant positive correlation was observed between the overall APPE GPA and students’ capstone course grade, top drug competency exam score, pharmacy calculation competency exam score, and PCOA exam score. A significant regression equation was obtained during the analysis: (F(5, 97) = 5.62, p < 0.001), with an R2 = 0.225 (adjusted R2 = 0.185). In the linear regression model, capstone GPA emerged as a significant predictor (β = 0.155; p = 0.019) of APPE GPA amongst the tested variables. Additionally, students scoring < 73% on the top drug competency exam in the capstone course or less than the reference group in the PCOA exam were found to have significantly lower GPA during their APPEs compared to other students.ConclusionPerformance on the top drug competency exam and the PCOA exam can serve as potential predictors of success during APPEs.

Impact of high-stakes exams, incentives, and preparation on student performance: Insights from the pharmacy curriculum outcomes assessment

IntroductionEfforts to ensure success of pharmacy students in passing pharmacy standardized exams require substantial investments. Engaging students effectively can be a challenge when there are no consequences for non-participation or poor performance. This study examined how engagement reinforcement, including high-stake exam requirements, instructional strategies, and incentives, impacted student performance on the Pharmacy Curriculum Outcomes Assessment (PCOA). MethodsPCOA scores, milestone exams, grade point averages (GPAs), and PCOA preparedness assessments for cohorts (Co) that received high-stakes exams, incentives, and preparation (Co2019, Co2020, and Co2021) was compared with those that did not receive these interventions (Co2017 and Co2018). Students' perceptions regarding reinforcement, incentive, and preparedness were evaluated using an anonymous survey. ResultsAnalyzing data from 545 students over five years, mandated PCOA preparedness, high-stakes PCOA requirements, and incentives for Co2019, Co2020, and Co2021 improved scores by 11% to 18% compared to Co2017 and Co2018. This corresponded to a rise in performance from the 12th to 27th percentile for Co2017 and Co2018 to the 39th to 49th percentile for Co2019, Co2020, and Co2021. In these later cohorts, PCOA scores consistently correlated with the school's milestone exams and students' cumulative GPAs (correlation coefficients 0.47–0.70, P < .001), while no such correlation was observed in Co2017 and Co2018. Faculty-led PCOA preparation yielded better results (48.2% in Co2020, 45.8% in Co2021) than self-learning (42% in Co2019). Students using faculty-prepared assessments reported increased confidence in biomedical and pharmaceutical sciences. ConclusionsThis study highlights the importance of high-stakes requirements, incentives, and thorough preparation in improving PCOA results.

Implementation of a Clinical Problem-Solving Course for Students Challenged by Early Pharmacy Curriculum

ObjectiveThis study evaluates the impact of offering a clinical decision-making and problem-solving course to students academically challenged in early required clinical and pharmaceutical calculation courses on improving their ability to identify and solve drug-related problems. MethodsFaculty designed a course with a main objective for students with grades of C or lower in any of the 5 required first-year courses to gain plentiful practice with a systematic approach to identifying and solving drug therapy problems. Students’ performance on course-embedded assessments mapped to problem-solver subdomain, a pre-Advanced Pharmacy Practice Experience (APPE) competency on the ability to identify drug-related problems, and performance on Pharmacy Curriculum Outcomes Assessment were compared to a control group of students from 2 previous cohorts who did not take the course but had a subpar academic performance. Pearson chi-square test and independent samples t test were utilized for categorical and continuous data, respectively. ResultsThe clinical decision-making and problem-solving course significantly improved student performance on pre-APPE competency to identify drug-related problems (first-attempt pass rate of 96% vs 30% when compared to a historic cohort), but not on Pharmacy Curriculum Outcomes Assessment. Student performance on case-based questions mapped to problem-solver subdomain exceeded internally set standard by 13.72% points. ConclusionStudents demonstrated learning problem-solving and clinical decision-making, which improved their performance on course-embedded assessments and pre-APPE competency in identifying drug-related problems.

Frequency of Course Remediation and the Effect on North American Pharmacist Licensure Examination Pass Rates

Objective. Remediation is a tool that allows students to correct an academic deficiency after earning an unsatisfactory grade. There is a lack of data on remediation processes and their impact on future academic performance. This study aimed to evaluate the impact of remediation frequency on North American Pharmacist Licensure Examination (NAPLEX) performance.Methods. The primary analysis was the relationship between the NAPLEX first-time pass rate and the frequency of course remediations (no remediations, one remediation, and two or more remediations). Additional analyses included the correlation between the NAPLEX scaled score and the number of course remediations and characteristics of the course remediated.Results. A total of 116 students with NAPLEX data were included for analysis. Compared to students who never remediated, NAPLEX first-time pass rates were similar among those who remediated only one course; however, students who remediated two or more courses had significantly lower NAPLEX pass rates. Remediation in courses mapped to Pharmacy Curriculum Outcomes Assessment (PCOA) area 4.0 (clinical sciences), and courses with mixed PCOA content areas were negatively correlated with NAPLEX scaled scores. A significant negative correlation existed between remediation in students' second or third years in pharmacy school and the NAPLEX scaled score, but this correlation was not significant for students in their first year.Conclusion. Multiple course remediations are negatively correlated with NAPLEX scaled scores and a reduced first-time NAPLEX pass rate, but a single course remediation has no effect. Institutions should aim to evaluate their current remediation practices and assess whether additional support should be provided to students with multiple course remediations.

Examining Preparatory Testing and Other Factors Associated With Performance on the Multistate Pharmacy Jurisprudence Examination

Objective. To evaluate whether the score on the Pre-Multistate Pharmacy Jurisprudence Examination (Pre-MPJE) predicts pharmacy students' performance on the MPJE, and to determine whether demographics, pre-pharmacy school factors, or pharmacy school factors affect MPJE outcomes.Methods. We performed a retrospective review of pharmacy school graduates' (N = 156) MPJE scores, Pre-MPJE scores, demographics, pre-pharmacy school academic performance factors, and pharmacy school academic performance factors. Bivariate and correlational analyses were conducted along with multiple linear regression models to determine the influence of variables on the MPJE total scaled score.Results. A total of 136 pharmacy school graduates were included, with most being female (59%) and non-Hispanic White students (75%). The score on the Pre-MPJE was not significantly correlated with students' first-attempt MPJE pass-fail outcome or total scaled score. Factors that were correlated with passing the MPJE were a younger age at graduation, a higher pharmacy law course grade, Pharmacy Curriculum Outcomes Assessment (PCOA) examination scores, specifically scaled total scores and scaled scores for content areas 1-4 and final pharmacy school grade point average (GPA). The MPJE total scaled score was correlated with a higher pre-pharmacy school GPA, pharmacy law course grade, PCOA total and content area 1-4 scaled scores, and final pharmacy school GPA. However, regression models found that the greatest variance in MPJE total scaled score was contributed by the pharmacy law course grade. The total scaled score on the PCOA contributed to some variance for all MPJE takers, but only the pharmacy law course grade significantly influenced the in-state MPJE total scaled score.Conclusion. The findings did not show that the Pre-MPJE score was a predictor for passing the MPJE or for the MPJE total scaled score. The most important determinant of the MPJE total scaled score was a student's performance in the pharmacy law course.

Multi-institutional Analysis of Student and Program Variables as Predictors of Performance on the NAPLEX

Objective. Understanding student characteristics and risk factors for performance on the North American Pharmacist Licensure Examination (NAPLEX) may help schools and colleges of pharmacy target limited resources. This study aimed to evaluate two sets of Doctor of Pharmacy (PharmD) student variables for their effect on NAPLEX performance.Methods. Data were collected from five schools and colleges of pharmacy over three years (2016-2018). Relationships between variables were first examined with bivariate correlations, and then by a series of multiple regressions using a structural equation modeling approach. Two sets of analyses were conducted using the outcome variable of NAPLEX scaled score. The first set examined variables at admission to the program while the second set examined performance variables during the PharmD program.Results. Students' score on the Pharmacy Curriculum Outcomes Assessment (PCOA) had the highest bivariate correlation with their NAPLEX score, with area 4 and area 2 having the strongest correlations. The correlations of Pharmacy College Admission Test (PCAT) subtest scores with NAPLEX scores were significant but smaller. Admissions variables of incoming science grade point average (GPA) and PCAT area scores were significant predictors of performance on the NAPLEX, but these variables were entered in separate models as they explained the same variance (each approximately 15%). The PCOA area scores and GPA before starting advanced pharmacy practice experiences (pre-APPE GPA) were significant predictors and explained about 25% of the variance in NAPLEX scores.Conclusion Pharmacy students' PCOA area scores and pre-APPE GPA were significant predictors of their NAPLEX scores. Information in this study can be used by pharmacy schools to efficiently target support services to students for enhanced NAPLEX performance.

Determination of predictors impacting performance on the third-year pharmacy curriculum outcomes assessment at a historically Black college of pharmacy

IntroductionThe Pharmacy Curriculum Outcomes Assessment (PCOA) is a standardized exam developed by the National Association of Boards of Pharmacy (NABP) in 2008 to measure the curriculum in relation to student progress. The purpose of the study was to determine the impact of pre-admissions and pharmacy school variables on third-year student PCOA performance at a Historically Black College or University (HBCU) College of Pharmacy. MethodsA retrospective analysis was conducted using data from three cohorts of students who took the PCOA in their third professional year from 2015 to 2017. An independent samples t-test, correlation analysis, and multivariate linear regression were conducted to determine the relationship between student characteristics and the PCOA score. ResultsThe mean PCOA scaled score for the third-year pharmacy students was 349.6 ± 46.20 while the mean Pharmacy College Admission Test (PCAT) percentile was 62.7 ± 14.5. Most students (67%) self-identified as Black and the majority (54.9%) were female. The PCOA scores were correlated with the PCAT percentile (P < .001) and the cumulative grade point average (GPA) through the fall semester of the third professional year (P < .001). After adjusting for other factors, the cumulative GPA through the fall semester of the third professional year (P < .001) and PCAT percentiles (P < .001) remained predictive of students PCOA scores. ConclusionsThe cumulative GPA through the third-year fall semester and PCAT percentiles are important factors in helping to predict PCOA scores among third year pharmacy students at a HBCU.

Drug development and the process of transitioning to team-based learning in a qualitative way

Background and purposeThe North American Pharmacist Licensure Examination and the Pharmacy Curriculum Outcomes Assessment are two standardized tests that evaluate students' preparedness to progress into pharmacy practice. Pharmacy educators are responsible for ensuring individual learners are engaged in course material and take appropriate steps to succeed in meeting learning outcomes. Whenever a new pedagogy is adopted in a previously existing course, understanding the impact on learners is critical. Educational activity and settingTeam-based learning (TBL) was implemented within a novel Drug Discovery and Development course to measure the impact in active participation and student performance within the second year of pharmacy school. Survey data was collected to gather pharmacy students' perspectives regarding the pedagogy change. Examination competency scores and active participation were tracked to measure student engagement. FindingsSurvey results revealed students agreed or strongly agreed that Drug Discovery and Development was enjoyable when taught with a TBL model, created a conductive learning environment, and improved their perceived knowledge, communication skills, and confidence. Average attendance scores were > 90% in a TBL setting. No change in block exam competency scores were noted across the three academic cohorts. SummaryStudents agreed that Drug Discovery and Development was enjoyable when taught using TBL, created a conductive learning environment, and improved their perceived knowledge, communication skills, and confidence. Additional research should be conducted to quantify student engagement and active attendance within similar courses. Similar styles of TBL implementation could be incorporated at other colleges of pharmacy to measure its potential benefits.

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.

Multisite Study Assessing the Effect of Cognitive Test Anxiety on Academic and Standardized Test Performance

Objective. To evaluate the degree of cognitive test anxiety (CTA) present in student pharmacists at multiple pharmacy programs in the United States and to determine if there are associations between self-reported CTA and relevant academic outcomes.Methods. All 2018-2019 advanced pharmacy practice experience (APPE) students from three US Doctor of Pharmacy (PharmD) programs (N=260) were invited to participate in the study. Participants completed a validated 37-question survey that included the Cognitive Test Anxiety Scale-2 (CTAS-2) along with demographics-related questions. Responses were analyzed using analysis of variance (ANOVA), Kruskal Wallace, and multiple linear regression where appropriate.Results. One hundred twenty-four students (48%) from the three programs participated in the study, and the individual data of 119 (46%) were included in the final analysis. Twenty-two students (18.5%) were classified as having high CTA, 41 (34.5%) as having moderate CTA, and 56 (47.1%) as having low CTA. High CTA predicted a 8.9 point lower NAPLEX total scaled score after accounting for other variables and was also correlated with lower cumulative didactic GPA, performance on the Pharmacy Curriculum Outcomes Assessment (PCOA), and increased likelihood of requiring course remediation.Conclusion. High cognitive test anxiety affects 18% of pharmacy students and may significantly impact their performance on a variety of traditional student success measures, including the NAPLEX. Pharmacy educators should consider further use and adoption of test anxiety measurements to identify and assist potentially struggling students.

Utilization of active learning approaches in medicinal chemistry and subsequent correlations with North American Licensure Examination and Pharmacy Curriculum Outcomes Assessment scores

IntroductionStudent perceptions of active learning methods in medicinal chemistry education and correlation of those perceptions with academic performance measures have not been well studied. MethodsPerceived usefulness of six active-learning activities (study guides, team activities, assignments/quizzes, make your own questions, and two types of in-class live polls) was evaluated by survey. Correlations between perceived usefulness, active-learning activity grade, course grade, first-time North American Pharmacist Licensure Examination (NAPLEX) score, and Pharmacy Curriculum Outcomes Assessment (PCOA) score were examined. ResultsStudents perceived study guides as the most preferred activity while in-class live polls were least preferred. However, students agreed that all methods were useful to varying degrees. Although no significant correlation was seen between perceived utility of active-learning and course grades, positive correlations were observed between active-learning grades and NAPLEX (0.32), active-learning grades and PCOA (0.311), course grades and PCOA (0.449), and course grades and NAPLEX (0.483). Furthermore, correlation of PCOA and NAPLEX scores (0.456) was in line with previously published studies. ConclusionsStudents found active-learning approaches to be useful to varying degrees. Active-learning activity and course grades had moderate, positive correlations with both NAPLEX and PCOA scores, suggesting that these active-learning activities may contribute to success on standardized exams.

Impact of Intersession Course Remediation on NAPLEX/PCOA Scores in an Accelerated Doctor of Pharmacy Program

Objective. To compare Pharmacy Curriculum Outcomes Assessment (PCOA) scaled scores and North American Pharmacist Licensure Examination (NAPLEX) pass rates in students who completed a two-week intersession remediation or repeated a course with the scaled scores and pass rates of students who did not require any form of didactic remediation and did not have to repeat a course. Methods. Data examined for this study included NAPLEX/PCOA scores, NAPLEX pass/fail status, and remediation history for students at one college of pharmacy. Students from the graduating classes of 2016, 2017, and 2018 were organized into four groups: non-remediation, one course remediation and no repeats, more than one course remediation and no repeats, and one or more course repeats. Differences were analyzed using linear regression, logistic regression, and Pearson correlations. Results. The PCOA scores for students in the remediation groups were significantly lower than scores for students in the non-remediation groups, with a reduction of 37.8 to 50.9 points from the expected non-remediators' score. The NAPLEX scores for students who remediated more than one course or repeated one or more courses were 16-20 points lower compared to students who did not remediate. The likelihood of a student failing the NAPLEX was also not significantly lower for students who remediated one course but was significantly lower for other remediation groups. Conclusion. Although single course remediation in this curricular model appears to have minimal impact on NAPLEX outcomes and may be an acceptable intervention for many students, additional support and interventions may be warranted for students who qualify for remediation in multiple courses and/or for repeating a course.

Assessing the Relationship Between Didactic Performance and Standardized Examination Scores in Pharmacy Students

Objective. To examine the effect size of third professional (P3) year students' grade point average (GPA) on Pharmacy Curriculum Outcomes Assessment (PCOA) scores and to summarize the effect size of PCOA scores on North American Pharmacist Licensure Examination (NAPLEX) scores. Methods. To accomplish the objective, meta-analyses were conducted. For inclusion in the meta-analysis, studies were required to compare PCOA scores to and report data that permitted calculation of a numeric effect size for the chosen outcome variables. Multiple databases were searched, including PubMed, CINAHL, EMBASE, ProQuest Dissertations and Thesis (abstract limited), Academic Search Complete, and Google Scholar. Correlations were used as the effect size metric for all outcomes. All analyses used an inverse variance weighted random effects model. Study quality was reviewed for each study included in the meta-analyses. Results. This study found that PCOA scores were moderately correlated with P3 GPAs, accounting for 14% to 48% of the variability in PCOA scores. The meta-analyses also showed that PCOA scores were moderately correlated with NAPLEX and accounted for 25% to 53% of the variability in NAPLEX scores. Both meta-analyses showed a high degree of heterogeneity and many studies included were of low quality. Conclusion. This first set of meta-analyses to be conducted on the PCOA showed that third professional year GPA does correlate with PCOA results and that PCOA scores correlate with NAPLEX results. Though there are significant limitations to interpretation of the results, these results do help further elucidate the role of the PCOA as a benchmark of progress within the pharmacy curriculum.

A Modeling Exercise to Identify Predictors of Student Readiness for Advanced Pharmacy Practice Experiences

Objective. To model the relationship of common pharmacy education assessment data including student demographics, pre-pharmacy performance, core didactic performance, and external testing measures to identify predictors of student readiness for advanced pharmacy practice experiences (APPEs). Methods. The associations between 23 predictive covariates from 226 graduating students from 2015-2018 (5786 observations) and APPE readiness as measured by midpoint core APPE scores were modeled. Multiple linear and Poisson regression models with backward selection were used. A selection criterion of p >.10 was used for covariate elimination from the model. Three models were evaluated: average of all midpoint core APPE rotation scores; average of midpoint acute care pharmacy practice and ambulatory care APPE rotation scores; and number of midpoint core clerkship failing scores. Results. The average age of the population at admission was 25.4±4.5 years, 47% were female, and 75.2% had prior degrees. Across the three prediction models, knowledge-retention covariates were the strongest predictors. Total score on the Pharmacy Curriculum Outcomes Assessment was a modest yet consistent predictor across the models. All other significant predictors were unique to the various models. Conclusion. This four-year, population-based modeling study of the relationship of common pharmacy education assessment data to APPE midpoint scores shows a modest correlation with knowledge-based measures. There is a need for greater innovation in this area of research.

Student perceptions of the utility of the Pharmacy Curriculum Outcomes Assessment

IntroductionThis study assessed student perceptions, preparation, and result use strategies of the Pharmacy Curriculum Outcomes Assessment (PCOA). Secondarily, it studied the effect of schools/colleges of pharmacy (S/COP) PCOA management on student perceptions. MethodsA 52-item electronic questionnaire assessed PCOA preparation of final year students, review/use of results, remediation participation, self-reported motivation, and perceptions of the exam's ability to measure PCOA blueprint areas and North American Pharmacy Licensure Examination (NAPLEX)/advanced pharmacy practice experience (APPE) readiness. Programs were given a questionnaire to determine their PCOA practices. ResultsThe student survey was completed by 341 students (40% response rate). Students prepared very little for the PCOA and few reported participation in PCOA-based remediation (6%). Students perceived the PCOA to measure the four domains moderately well, although administrative sciences were significantly lower. Students reported less confidence in the exam's ability to measure APPE/NAPLEX-readiness. Although few used the PCOA to guide their NAPLEX preparation (18%), they were more likely to do so than for APPEs (4%). Students reported a higher perceived increase in motivation if PCOA results were connected to APPE placement, remediation, and progression as opposed to prizes, rewards, or other recognitions. ConclusionThis is the first multi-institutional study to review student perceptions about the PCOA. These data can be used along with other PCOA data to help schools develop incentive, remediation, and examination administration procedures depending on the programs desired use for the PCOA exam.

Predicting Pharmacy Curriculum Outcomes Assessment Performance Using Admissions, Curricular, Demographics, and Preparation Data

Objective. To determine the factors, including a preparation test, that best predict pharmacy students' performance on the Pharmacy Curriculum Outcomes Assessment (PCOA). Methods. Two cohorts of third-year pharmacy students completed a 100-item locally created PCOA pre-test, the PCOA Prep. This PCOA Prep was a cumulative knowledge test that was administered in the fall semester. In the spring semester, the students completed the 200-item PCOA and a separate survey on study habits and confidence. A retrospective review of students' demographics data, pre-pharmacy admission variables, and pharmacy school factors were collected. Correlation and regression analyses were conducted to evaluate which factors predicted students' PCOA total scaled score as well as scores in areas 1-4. Results. One hundred seventy-nine students were included in the study. The majority were female (55%), white (54%), and 28 (SD=5.4) years old on average. Students' average score on the PCOA Prep test was 80.7% (SD=7.8). The stepwise multiple linear regression model for the PCOA total scaled score included the PCOA Prep test, cumulative GPA at the end of the didactic curriculum, race/ethnicity, Pharmacy College Admission Test (PCAT) Verbal, PCAT Biology, and a class identifier. Including the PCOA Prep test explained more variance than the model without the test. Conclusion. This study revealed that student performance on a locally created cumulative knowledge test best predicted the PCOA Total Scaled Score. These results offer insights into additional contributing factors that influence students' PCOA performance and how colleges and schools of pharmacy could identify at-risk students who may need knowledge remediation prior to beginning advanced pharmacy practice experiences.

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.

Characterization of Use of the Pharmacy Curriculum Outcomes Assessment Across Accredited Colleges of Pharmacy

Objective. To characterize use of the Pharmacy Curriculum Outcomes Assessment (PCOA) in terms of timing, manner of delivery, and application of the results by accredited colleges of pharmacy. Methods. Accredited pharmacy programs were surveyed regarding PCOA administration, perceived benefits, and practical application of score reports. Survey items were comprised of new items developed from a literature review and items from prior studies. The survey addressed five domains: program demographics, administration, student preparation, use of results, and recommendations to improve the utility of the PCOA. Results. Responses were received from 126 of 139 (91%) surveyed programs. The majority of respondent programs administered PCOA in one session on a single campus. Most indicated PCOA results had limited use for individual student assessment. Almost half reported that results were or could be useful in curriculum review and benchmarking. Considerable variability existed in the preparation and incentives for PCOA performance. Differences in some results were found based on prior PCOA experience and between new vs older programs. Open-ended responses provided suggestions to enhance the application and utility of PCOA. Conclusion. The intended uses of PCOA results, such as for student assessment, curricular review, and programmatic benchmarking, are not being implemented across the academy. Streamlining examination logistics, providing additional examination-related data, and clarifying the purpose of the examination to faculty members and students may increase the utility of PCOA results.

Impact of a Journal Club Elective Course on Student Learning Measures

Objective. To assess the impact of a journal club elective course on measures of student's longitudinal performance throughout an accelerated three-year Doctor of Pharmacy (PharmD) curriculum. Methods. Students were separated into two groups (those who did and did not complete a journal club elective). The following primary and secondary student outcomes were assessed using hierarchical linear regression analysis: score on the Pharmacy Curriculum Outcomes Assessment (PCOA), overall course grade in the Pharmacotherapeutics IV course, overall course grade in the Research Design and Literature Evaluation II course, and average grade on acute/ambulatory care advanced pharmacy practice experiences (APPEs). Results. One hundred ninety-seven students were included in the study (73 students who completed the journal club elective and 124 students who did not). After controlling for baseline confounders, enrollment in the journal club elective was associated with students scoring 24.5 points higher on their overall scaled score on the PCOA. Enrollment in the journal club elective also appeared to add 2% to a student's overall grade in each of the courses and APPEs. All results were statistically significant. Conclusion. An elective journal club course can significantly improve multiple objective measures of pharmacy student learning. Components of this course, such as reading primary literature, presenting a journal club, learning from peers, and scaffolding of pharmacotherapeutic concepts are important elements to consider when designing a journal club curriculum.

National Trends in the Adoption of Pharmacy Curriculum Outcomes Assessment for Student Assessment and Remediation

Objective. To determine and describe the current uses of the Pharmacy Curriculum Outcomes Assessment (PCOA) by US schools and colleges of pharmacy. Methods. Assessment professionals from 135 US schools and colleges of pharmacy were invited to complete a 38-item electronic survey. Survey items were designed to investigate common uses of the PCOA, cut points, and "stakes" assigned to the PCOA, identification of at-risk students, and remediation approaches. Results. The school response rate was 68%. The most common uses of the PCOA included curricular assessment (76%), individual student performance assessment (74%), and cohort performance assessment (71%). The PCOA was most frequently administered to third-year pharmacy (P3) students. The approach for assigning "stakes" to PCOA performance varied among programs depending on the student's professional year in the curriculum. Programs used a variety of approaches to establish the benchmark (or cut point) for PCOA performance. Remediation for at risk students was required by less than 25% of programs. Remediation was most commonly required for P3 students (22%). Conclusion. Survey results indicate wide variability between programs regarding PCOA cut points (benchmarks), stakes, and remediation approaches. In the future, it will be important for pharmacy educators to identify and study best practices for use of PCOA within student assessment and remediation plans.