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Association: Name: American Association of Colleges of Pharmacy URL: http://www.aacp.org
Citation: URL: http://www.allacademic.com/meta/p261533_index.html Direct Link: HTML Code:

Mount, Jeanine., Watcharadamrongkun, Suntaree., Pitterle, Michael. and Kieser, Mara. "Ability of P-3 Exam Scores To Predict Student Performance In Advanced Pharmacy Practice Experiences: A Pilot Study" Paper presented at the annual meeting of the American Association of Colleges of Pharmacy, Jul 19, 2008 <Not Available>. 2009-03-04 <http://www.allacademic.com/meta/p261533_index.html>

Mount, J. K., Watcharadamrongkun, S. , Pitterle, M. E. and Kieser, M. A. , 2008-07-19 "Ability of P-3 Exam Scores To Predict Student Performance In Advanced Pharmacy Practice Experiences: A Pilot Study" Paper presented at the annual meeting of the American Association of Colleges of Pharmacy <Not Available>. 2009-03-04 from http://www.allacademic.com/meta/p261533_index.html

Publication Type: Abstract Abstract: Objective: To explore whether exams measuring student knowledge and skills predicted level of pharmacy students’ performance in advanced pharmacy practice experiences. Methods: Data from 133 members of the class of 2007 from University of Wisconsin-Madison were analyzed. Student performance in required hospital- and community-based advanced pharmacy practice experiences (APPEs) was examined. Outcome data were gathered using a standard evaluation tool completed by the clinical instructor at the midpoint and conclusion of 8-week rotations. Student performance was evaluated in 9 areas which reflected three dimensions: professional, clinical, and technical performance. Predictors were 1) student knowledge (measured as P-3 pharmacotherapy exam performance), 2) student skill (measured as P-3 OSCE performance), and 3) timing of the rotation (blocks 1-6). Hierarchical linear modeling (HLM) using a random coefficient model was employed to analyze data. Timing of rotation was the macro- (level-2) unit. Student knowledge, student skills, and midpoint and final evaluation scores were the micro- (level-1) units. Results: In hospital-based APPEs, student knowledge was a significant predictor of overall, professional and clinical performance at the midpoint. Midpoint performance was a significant predictor of final performance in these areas. Student skill was significant only in predicting final technical performance. Timing of rotation had no significance. In community-based APPEs, neither student knowledge nor skill was a significant predictor of performance at the midpoint. Student knowledge, timing of rotation and midpoint performance were significant predictors of final performance overall. Implications: Varying results of this pilot study suggest that further research into predictors of APPE performance is needed.

Cooperative Approach to Alleviate Barriers in Graduating Pharmacy Students: Focus on Advanced Pharmacy Practice Experiences

A MultiCenter Study of Student Grades and Evaluation Patterns in Advanced Pharmacy Practice Experiences (APPEs)

Impact of Pharmacy Students' Recommendations during an Ambulatory Care Advanced Pharmacy Practice Experience

Objective Evaluation of Pharmacy Students’ Skills Required for Successful Entrance into the Advanced Pharmacy Practice Experience.

Standardizing Assessment of Student Performance during Advanced Pharmacy Practice Experiences (APPEs).