Innovative Models to Increase Student Retention and Progression Support in the Doctor of Pharmacy Curriculum

IF 3.5 4区教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

American Journal of Pharmaceutical Education Pub Date : 2025-08-15 DOI:10.1016/j.ajpe.2025.101489

Steven J. Crosby , Maria Kostka-Rokosz , Gerard D’Souza , Ronny Priefer , Frederick Frankhauser

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引用次数: 0

Abstract

Objective

To design and implement innovative student support measures to improve academic progression and course completion across the first professional year 3 years.

Methods

A Dean’s Progression Advisory program, based on midsemester academic warning data, connected academically at-risk students with School of Pharmacy administrators. A Competency Reassessment Initiative was designed to provide a postsemester assessment opportunity for students earning a final numerical average ranging from 65% to 69.4%, in a maximum of 2 courses per semester. Successful completion of the reassessment (score of ≥70%) yielded a passing course grade of C-.

Results

A high level of participation has been observed in the Dean’s Progression Advisory program. Qualitative information gathered through this process (eg, personal/family health concerns, financial insecurity, traumatic experience, etc.) has supported program continuation decisions for 20 students, avoiding dismissal. The program has yielded a potential benefit for persistence. The Competency Reassessment Initiative has yielded a 40% success rate based on the number of assessments administered (136 exams with a score of ≥70% out of 339 exams administered). Across 3 iterations, a total of 16, 9, and 6 students, respectively, were able to achieve Good Academic Standing without repeating any courses.

Conclusion

The implementation of the Dean’s Progression Advisory program and the Competency Reassessment Initiative has demonstrated benefits in connecting at-risk students with administrators, providing deeper insight into confounding factors for academic difficulty, and offering an additional opportunity to demonstrate course mastery through a supplemental assessment.

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创新模式，以提高学生的保留和进步支持在药学博士课程。

目的：设计和实施创新的学生支持措施，以提高前三年专业的学业进步和课程完成率。方法：一个院长进步咨询项目，基于中期学业警告数据，将学业上有风险的学生与药学院管理人员联系起来。能力再评估计划旨在为每学期最多两门课程的学生提供学期后评估机会，这些学生的期末平均成绩在65到69.4%之间。成功地完成了重新评估（获得的分数达到70%或更高），课程成绩为C-。结果：在院长进修咨询项目中观察到高水平的参与。通过这一过程收集的定性信息（例如，个人/家庭健康问题、经济不安全、创伤经历等）为20名学生的项目继续决定提供了支持，避免了解雇决定。该程序对持久性产生了潜在的好处。“能力再评估计划”以实施的考试次数为基础（在339次考试中，有136次考试的分数达到70%以上），取得了40%的成功率。在三个迭代中，总共分别有16名、9名和6名学生能够获得良好的学术成绩，而不需要重复任何课程。结论：院长进步咨询计划和能力重新评估计划的实施已经证明了在将有风险的学生与管理人员联系起来方面的好处，提供了对学业困难的混淆因素的更深入的了解，并提供了通过补充评估来展示课程掌握程度的额外机会。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

American Journal of Pharmaceutical Education 医学-学科教育

CiteScore

4.30

自引率

15.20%

发文量

114

期刊介绍： The Journal accepts unsolicited manuscripts that have not been published and are not under consideration for publication elsewhere. The Journal only considers material related to pharmaceutical education for publication. Authors must prepare manuscripts to conform to the Journal style (Author Instructions). All manuscripts are subject to peer review and approval by the editor prior to acceptance for publication. Reviewers are assigned by the editor with the advice of the editorial board as needed. Manuscripts are submitted and processed online (Submit a Manuscript) using Editorial Manager, an online manuscript tracking system that facilitates communication between the editorial office, editor, associate editors, reviewers, and authors. After a manuscript is accepted, it is scheduled for publication in an upcoming issue of the Journal. All manuscripts are formatted and copyedited, and returned to the author for review and approval of the changes. Approximately 2 weeks prior to publication, the author receives an electronic proof of the article for final review and approval. Authors are not assessed page charges for publication.