Examination of the utility of an algebra-based interview day math assessment to predict academic outcomes in an accelerated pharmacy curricula; A retrospective observational cohort study

Introduction

There is a growing concern that students matriculating into pharmacy programs lack academic preparedness. Furthermore, there is a trend for students to complete only pre-requisite courses and forego degree completion. This study assessed whether performance on a pre-matriculation math assessment and/or bachelor's degree completion are associated with academic outcomes and progression in an accelerated pharmacy program.

Methods

During a standardized interview, an algebra-based math assessment was administered. Along with conventional metrics such as grade point average (GPA) and overall interview score (OIS), math assessment score (MAS) was compared between progressing vs. withdrawn students. Progressing students were dichotomized into those with an overall MAS <70 % or ≥70 %. Four distinct math domain subscores were assessed. Average final course grades for didactic coursework completed in pharmacy year 1 (PY1) and 2 (PY2) were compared. Linear regression analysis determined whether there was an association between MAS, bachelor's degree completion, progression status, and course-specific outcomes.

Results

Average OIS, GPA, and MAS were higher in progressing students. Students with a MAS <70 % performed poorly in all assessment domains as well as in multiple PY1 and PY2 courses on average. Furthermore, MAS is associated with progression status and grade outcomes in select PY1 and PY2 coursework. Bachelor's degree completion is associated with grade outcomes in only select PY2 coursework.

Conclusion

The math assessment reveals deficiencies in competency, which may manifest as a failure to progress, and can be used to identify “at-risk” students. Early intervention and remediation may improve student outcomes and mitigate attrition.