Syed Ali, Huang Yuying, Goh Joslin, Moroz Sarah, Pugsley John, Waite Nancy M, Houle Sherilyn K D
School of Pharmacy, University of Waterloo, 10 Victoria St S A, Kitchener, ON N2G 1C5, Canada.
Department of Statistics and Actuarial Science, University of Waterloo, 200 University Avenue West, Waterloo, ON N2L 3G1, Canada.
Pharmacy (Basel). 2024 Jun 11;12(3):90. doi: 10.3390/pharmacy12030090.
Research on associations between student performance in pharmacy programs and entry-to-practice milestones has been limited in Canada and in programs using a co-operative (co-op) education model. Co-op exposes students to a variety of opportunities both within direct patient care roles and in non-traditional roles for pharmacists, such as policy, advocacy, insurance, research, and the pharmaceutical industry. The purpose of this research is to analyze associations between student grades and evaluations achieved in the University of Waterloo (UW) Doctor of Pharmacy (PharmD) co-op program and success rates on entry-to-practice milestones, including the Pharmacy Examining Board of Canada (PEBC) Pharmacist Qualifying Examination and performance on final-year clinical rotations. Grades and evaluations from courses, co-op work terms, clinical rotations, and PEBC exam data from three graduating cohorts were obtained. A multiple regression analysis was performed to explore associations between student evaluations and PEBC Pharmacist Qualifying Examination and clinical rotation performance. Holding all other variables constant, grades in anatomy/physiology were negatively correlated with scores on the PEBC Pharmacist Qualifying Examination, while grades in one of the professional practice courses showed a positive relationship with the same examination. Students with higher grades in a problem-based learning capstone therapeutics course, in their first co-op work term, and in the direct patient care co-op work term tended to score higher on clinical rotations. Co-op performance was not significant in predicting PEBC performance. However, complimentary descriptive analysis underscored that students with a co-op rating of good or below were more likely to fail courses, midpoint evaluations, Objective Structured Clinical Examinations (OSCEs), and PEBC measures. Multiple predictors of performance on final-year clinical rotations and the PEBC Pharmacist Qualifying Examination were identified. This predictive model may be utilized to identify students at risk of underperforming and to facilitate early intervention and remediation programs, while also informing curricular revision.
在加拿大以及采用合作教育模式的药学项目中，关于药学专业学生学业表现与从业入门里程碑之间关联的研究一直较为有限。合作教育模式让学生在直接的患者护理角色以及药剂师的非传统角色中，如政策、宣传、保险、研究和制药行业等，接触到各种各样的机会。本研究的目的是分析滑铁卢大学（UW）药学博士（PharmD）合作教育项目中学生的成绩与评估结果，以及从业入门里程碑的成功率之间的关联，这些里程碑包括加拿大药学审查委员会（PEBC）药剂师资格考试以及最后一年临床轮转的表现。我们获取了三个毕业班级的课程成绩、合作教育工作学期、临床轮转以及PEBC考试数据。进行了多元回归分析，以探究学生评估结果与PEBC药剂师资格考试及临床轮转表现之间的关联。在其他所有变量保持不变的情况下，解剖学/生理学课程的成绩与PEBC药剂师资格考试的分数呈负相关，而其中一门专业实践课程的成绩与同一考试呈正相关。在基于问题的学习顶点治疗学课程、第一个合作教育工作学期以及直接患者护理合作教育工作学期中成绩较高的学生，在临床轮转中往往得分更高。合作教育表现对预测PEBC表现并不显著。然而，补充性描述性分析强调，合作教育评级为良好或以下的学生更有可能在课程、中期评估、客观结构化临床考试（OSCE）以及PEBC测试中不及格。确定了最后一年临床轮转和PEBC药剂师资格考试表现的多个预测因素。这个预测模型可用于识别表现不佳风险较高的学生，促进早期干预和补救计划，同时也为课程修订提供参考。
