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

INTRODUCTION: The 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). METHODS: This 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. RESULTS: Students 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. CONCLUSIONS: Student 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.

Impact of an elective diabetes course on student pharmacists' skills and attitudes.

OBJECTIVE: To assess the impact of an elective diabetes course on student pharmacists' skills and attitudes about diabetes management. DESIGN: A 1-credit elective course on diabetes was developed that included a 1-week simulation experience during which students completed daily insulin injections, glucose checks, carbohydrate counts, and kept a daily log. ASSESSMENT: A preintervention and postintervention survey was administered to assess students' attitudes toward and confidence in performing and teaching patients various diabetes self-management skills. Students' confidence in performing and teaching diabetes self-management skills significantly improved. Students' reflective writing assignment, diabetes logbook, weekly quizzes, and group presentation were also evaluated. CONCLUSION: A diabetes elective, which included a 1-week simulation of living as a diabetic patient, was an effective teaching method to increase students' confidence in performing and teaching diabetes self-management skills.