American Journal of Pharmaceutical Education 2018; 82 (5) Article 7158.
ABSTRACTS
119th Annual Meeting of the American Association of Colleges of Pharmacy,
Boston, Massachusetts, July 21-25, 2018
Administrative Services overall ranking. The lowest overall sum determined the highest rank.
Completed Research Results: The Lebovitz Institutional Standardized Assessments, or
LISA Rankings, moderately correlate to US News: institutional50.85,
A Model to Predict NAPLEX Outcomes and Identify Remediation research50.82, and PharmD program50.42 correlations. Implications:
Candidates. Sachin Shah, Texas Tech University Health Sciences These rankings may be useful for PharmD and PhD applicant decision
Center, Iverlyn Peng, Texas Tech University Health Sciences Center, making, and for pharmacy schools to identify true and aspirational peers
Charles F. Seifert, Texas Tech University Health Sciences Center. for strategic initiatives.
Objectives: To develop a NAPLEX outcome predictive model that
could be practical, measurable, and reliable. Method: The study con- Assessing First-Year Student Pharmacists’ Perceptions Regard-
sisted of students who graduated from the TTUHSC-SOP. The eligible ing Usefulness of the APhA Career Pathways Tool for Career
students had taken NAPLEX and their first-attempt examination score Exploration. Curtis G. Jefferson, University of Washington, Stanley
were available to the SOP. Primary outcome of the study was to iden- S. Weber, University of Washington, Michaelene Kedzierski, University
of Washington. Objectives: To understand incoming first-year
tify student specific factors that may help predict the NAPLEX exam-
pharmacy students’ (PY1) perceptions of the usefulness of the
ination outcome. Students were considered to have poor performance
APhA Career Pathways for Pharmacy Professionals as a tool to
in NAPLEX examination if they received an overall score of less than
explore pharmacy careers and specializations. Method: All PY1
or equal to 82. Linear and logistic regression analysis were utilized to
students (N5105) completed the Career Pathways assessment as
identify independent predictors. Results: There were 70 out of 433
part of pre-work for the introductory Profession of Pharmacy
students identified to be poor performers in the NAPLEX examination.
Course in autumn 2017 prior to arriving on campus for orientation.
Independent factors identified to be associated with a poor outcome on
Students were asked to complete a brief survey after reviewing
the NAPLEX examination were: age .28 years of age at graduation,
their results; 97 students (92%) responded. A mid-quarter work-
PCAT scaled score , 74, High Risk Drug Knowledge Assessment
shop to discuss assessment results was held for all students, fol-
score , 90, P3 PCOA scaled score , 349, and grades of less than
lowing the close of the survey. Results: Most respondents (86%)
74 in . 3 courses. These predictors were utilized to stratify students
agreed that the Career Pathways assessment was a useful tool for
into four risk groups of ShahTech model. The mean NAPLEX score for
thinking about careers in pharmacy. The majority of respondents
the Low, intermediate-1, Intermediate-2, and High risk groups were (77%) indicated they were surprised by one or more of their results;
106.4, 97.4, 87.1, and 75.1, respectively. Students in the High risk and the same number also agreed that they could see how their results
Intermediate-2 groups were identified to be at 78% and 35% risk of matched their stated preferences. When asked whether they expect
poor performance in the NAPLEX examination. Implications: The to use their results to explore pharmacy career opportunities while
model could be used as a practical tool to identify students early who in pharmacy school, 87% of respondents agreed. Implications:
need remediation for the NAPLEX examination. Students’ initial reactions to the Career Pathways tool, process,
A Simple Method for Using Quality Indicator Data to Rank and results indicates that students found the assessment useful
Colleges and Schools of Pharmacy. Lisa Lebovitz, University of and expect to make use of it as they explore pharmacy careers.
Maryland. Objectives: The objective of this project was to cre- Some students (8%) also specifically cited Career Pathways as
ate a pharmacy school ranking system by defining various indicators a significant learning activity in their post-course reflection. This
of quality, exploring available data, and devising a methodology. supports the continued use of the tool with first-year students, and
Method: US News & World Report ranks pharmacy schools solely may suggest value in continuing to engage students with reviewing
on a one-question general peer perception survey, while rankings of their results or even retaking the assessment at various points in
medical schools and many other programs utilize data as well as per- their academic program.
ception. Four indicators of quality for PharmD programs were defined Assessing the Effectiveness of Alpha Ranking System in Pharmacy
as selectivity (number of applications/number of admitted P1 class), Admissions. Natasha Baloch, University of South Florida, Nazach
student:faculty ratio (number of PharmD enrolled/number of full time Rodriguez-Snapp, University of South Florida, Kevin B. Sneed,
faculty), NAPLEX annual pass rate, and number matched for PGY1 University of South Florida. Objectives: This analysis examines
residency. Four indicators of quality for research were defined as total the effectiveness of the Alpha Ranking System in addition to other
research funding dollars, funding per funded faculty, number of PhDs pre admission factors in successfully identifying student’s at risk of
conferred, and peer assessment score. All eight indicators were com- progression issues in a Doctor of Pharmacy Program. The research
bined for institutional rankings. Data for 2016 were located from examines students who had an interruption in PY1 vs students with
AACP, ASHP, NABP and US News & World Report. Each category no academic interruption. Method: The Alpha Ranking is utilized
was ranked from highest to lowest, except that PharmD student: fac- during the admissions process with each complete applicant file
ulty ratio was ranked from lowest to highest. Categories were weighted being assigned a letter rubric of A, B or C. The Admissions Director
proportionately, and only schools with data in all categories were assigns an Alpha Ranking utilizing a standardized rubric set forth by
ranked. Category ranks were summed, then sums were ranked for an the Admissions Committee. The rubric takes into consideration
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, American Journal of Pharmaceutical Education 2018; 82 (5) Article 7158.
overall GPA, PCAT composite score, past academic, professional and exam recordings to the school for additional review. Results: The
and criminal infractions. Descriptive statistics, and independent t- school assessed the efficacy of this program by comparing three years of
tests were conducted to explore relationships between alpha rank- exam data for significant changes in year-over-year scores. Significant
ing and other pre admission variables for the two groups of students. variation in individual student exam scores were also assessed. No sig-
Results: All students with academic interruption (n59) in PY1 had nificant differences were found in either of these datasets. Implications:
an alpha ranking of C. Results also show statistically significant The results of this research suggest that moving to a remotely proctored
(p,0.01) differences with lower performance in other pre admis- online exams does not put at risk the academic integrity of examinations.
sion variables including PCAT scores, prior university GPA and Additionally, students indicated a preference for online exams as it pro-
overall PY1 GPA for students with interruption vs students with vides them the flexibility to take exams when and where they want.
no academic interruption. Implications: The findings provide sup-
Extending Pharmacy’s Educational Reach to New Undergraduate
port for the alpha ranking system in identifying students who may be
Audiences. Nicole Kwiek, The Ohio State University, Katherine Watkins,
at risk of progression issues in the first year. Specifically, along with
The Ohio State University, Mary Higginbotham, The Ohio State University,
other well established pre admission measures affecting student
Justin Habash, The Ohio State University, Henry J. Mann, The Ohio
performance, alpha ranking may be utilized to aid the admissions
State University. Objectives: To strategically develop curricula and
process. Pre matriculation enrichment programs can be developed
in order to prevent student interruption in the first year. coursework to broadly reach undergraduate students pursuing biomed-
ical careers and those majoring in non-science disciplines. Method:
Determination of Predictors Impacting Performance on the Beginning in 2014, The Ohio State University (OSU) College of Pharmacy
Pharmacy Curriculum Outcomes Assessment (PCOA) at a HBCU. has systematically overhauled and enhanced its undergraduate-targeted
Muhammad J. Habib, Howard University, Salome B. Weaver, Howard programming, including the Bachelor of Science in Pharmaceutical
University, LaMarcus T. Wingate, Howard University, Youness R. Sciences (BSPS) major, the Pharmaceutical Sciences (PS) minor, and
Karodeh, Howard University, Michael A. Marcus, Howard University, the liberal arts-based General Education (GE) coursework. Faculty,
Earl Ettienne, Howard University, Mary Maneno, Howard University. staff, students, and community stakeholders collaboratively used the
Objectives: To determine the impact of pre-admissions and pharmacy Backward Design process to create a BSPS curriculum of high appeal
school variables on PCOA performance at a Historically Black College of to students pursuing clinical and research-based careers. New opportu-
Pharmacy. Method: A retrospective analysis was conducted using data nities to bring highly relevant Pharmacy topics to any student were
from three cohorts of students that took the PCOA in their third profes- subsequently developed and resulted in a flexible PS minor and new
sional year from 2015 to 2017. Descriptive statistics were conducted in GE courses. Results: As of Spring 2018, the newly designed BSPS
addition to correlational analysis and multivariate linear regression curriculum has been fully implemented. Growth of the program is strong
models were developed to determine which variables had a significant as indicated by increases in overall major enrollees as well as applicants
effect on PCOA score. Results: There were 182 students that took the to our PharmD Early Admission Pathway. In only 2 years, PS minor
PCOA during the study period, and the mean PCOA among these in- enrollment is approaching 100 students. All sections of the college’s GE
dividuals was 62.7. Approximately two-thirds of (67.0%) students were courses are routinely filled and wait-listed. Since 2013, undergraduate
black, and over half (54.9%) were female. The PCOA score during the 3rd enrolled credit hours for the college have increased over 105%, reaching
year was significantly correlated with the PCAT score, the GPA during targeted student audiences. Implications: In a challenging admis-
the fall semester of the third professional year, and whether or not an sions environment nationwide, Colleges of Pharmacy must look at novel
individual was on probation during their first semester in pharmacy avenues to attract and engage future PharmD students and other student
school. After adjusting for other factors, the cumulative GPA during audiences on campus. The OSU programs demonstrate a successful
the P3 fall semester (P,0.001) and PCAT scores (p,0.001) were pre- growth model that can be replicated at other institutions.
dictive of student’s P3 PCOA scores. Implications: The GPA during
Identifying Optimal Selection Criteria for the Direct Admit
pharmacy school and PCAT score are important factors in helping to
Program. Candace M. Gonzalez, University of the Incarnate Word,
predict PCOA scores among 3rd year professional students at an HBCU.
Amy Diepenbrock, University of the Incarnate Word, Scott E. Smith,
Ensuring Academic Integrity in a Remotely Proctored Online University of the Incarnate Word, Marcos Oliveira, University of the
Exam Environment. Jason M. Brunner, University of Colorado, Incarnate Word, Kimberly A.B. Cauthon, University of the Incarnate
Lisha R. Bustos, University of Colorado, Kevin Lawanto, University Word. Objectives: To determine if the Feik School of Pharmacy Di-
of Colorado. Objectives: Electronic exams are common practice in rect Admit (DA) program is using the best criteria in identifying stu-
pharmacy schools, whereby, most schools require students take their dents who successfully progress through the PharmD program. The
exams in the classroom. Advances in technology created the opportu- hypothesis is DA students perform significantly better than tradition-
nity to offer remotely proctored online exams. The University of Col- ally-admitted pharmacy students. Method: Three student cohorts
orado School of Pharmacy implemented a remotely proctored online from the DA program have matriculated through the P1 year. DA
exam program in 2016 for all required courses. Due to the variability of students’ grades were compared to Traditional students’ grades from
exam environments, the school developed methods to ensure academic three P1 courses using R software. DA students’ grades were used to fit
integrity. This poster will address the methods by which academic linear models that assume the grades to be functions of the students’
integrity was ensured and assessed. Method: The school instituted SAT/ACT Math scores, and high school math/ science GPAs, which
the use of a remote proctoring service that uses a combination of are parameters for DA program acceptance. Results: This study ana-
technology and human proctors. Students provide proof of identity lyzed 38 DA and 215 Traditional students. DA student grades were
at the start of an exam and then are remotely monitored. Based on higher than those of Traditional students; however no statistically
school identified expectations (i.e., head and eye movement, talking, significant differences were found in the average scores: Anatomy
leaving the exam environment), the software monitors for suspicious and Physiology (p50.444), Biochemistry (p50.274), Pharmaceutics
behaviors. A proctor intervenes when alerted by the software. The (p50.0551). Using a logistic regression model that assumes the log odds
proctoring service provides documentation of concerning students of passing all three courses as a linear function of Math/Science GPA and
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, American Journal of Pharmaceutical Education 2018; 82 (5) Article 7158.
SAT Math scores, it was found, while the GPA has a significant relation- respond to opioid overdoses exists. This assessment demonstrates that
ship with the probability of passing all three courses (p50.0283), SAT is incorporating a short training activity can increase student pharma-
not shown to have a significant relationship with the probability cists’ knowledge and confidence in counseling patients about opioid
(p50.3843). Implications: Relaxing or eliminating SAT Math criteria overdose and naloxone administration.
could result in an increase in DA students without affecting the students’
progression through the P1 year. Implementation of an Early Intervention and Remediation Pro-
cess Targeting Progression Standards. Laurel A. Sampognaro, The
Impact of a New Grading Scheme on Course Grades in a PharmD University of Louisiana at Monroe, David J. Caldwell, University of
Program Using Team-Based Learning. Osama A. Shoair, The Uni- Arkansas for Medical Sciences, Elizabeth M. Lafitte, The University of
versity of Texas at Tyler. Objectives: Some PharmD programs that Louisiana at Monroe. Objectives: To become compliant with ACPE
use team-based learning (TBL) require students to obtain a certain standards related to student pharmacist progression, specifically
percentage on individual activities before earning grades from team a delayed graduation threshold of ,15%, the School of Pharmacy
activities leading to 1) increased complexity of grading schemes, created and implemented early intervention (EI) and remediation pro-
2) increased number of students who fail or need remediation, and cedures beginning in the fall of 2015. Method: Through a faculty-led
3) inflation of grades for some students. The objective of this study process, EI and remediation procedures were modified and approved
was to evaluate whether a new grading scheme will reduce the per- by faculty and administration. For each course, students scoring ,70%
centage of students who fail or need remediation and decrease grade on any exam resulting in an exam average ,70% are required to re-
inflation. Method: Our new grading scheme has 15% greater weight view missed item reports with a course coordinator and submit written
on individual activities compared to old scheme. However, it allows responses to lecture objectives for instructor feedback one week be-
students to earn all course grades without obtaining a specific per- fore the next exam. Qualifying P1 students are also required to meet
centage on individual activities. A retrospective comparison of grades with the Director of Progression for academic coaching. Compliance
using the new versus old scheme was performed on a random sample with all requirements is a prerequisite of remediation. Only stu-
of three courses. Results: The distribution of grades using the new dents with final averages .65% that complied with EI requirements
versus old scheme was: P1 course (N587, A: 24% vs. 32%, B: 49% vs. are eligible for a targeted remediation, which occurs during winter
57%, C: 25% vs. 5%, D: 1% vs. 3%, F: 0% vs. 2%, respectively), P2 break or Maymester. If .7% of enrolled students fail to earn a final
course (N598, A: 19% vs. 42%, B: 71% vs. 56%, C: 9% vs. 0%, D: 0% grade of “C” or better, then remediation is allowed for any student
vs. 2%, F: 0% vs. 0%, respectively), and P3 course (N569, A: 3% vs. earning a non-progressing grade. 70% must be earned on the remedi-
6%, B: 54% vs. 71%, C: 39% vs. 12%, D: 4% vs. 6%, F: 0% vs. 6%, ation exam to successfully progress. Results: Delayed graduation rates
respectively). Implications: The new grading scheme reduces the for incoming classes have improved with the implementation of this
percentage of students who fail or need remediation and decreases process: 12.9% (2012), 15.5% (2013), 10.2% (2014), 6% (2015), 1.2%
grade inflation. It offers a fair grading system for students in phar- (2016), 2.3% (2017). The number of P1 students failing to progress has
macy programs using TBL, while maintaining students’ individual also decreased: 13 (2014), 0 (2015), 1 (2016), 2 (2017). Implications:
accountability. Other schools of pharmacy could use this model to improve progres-
sion throughout the professional program.
Implementation and Assessment of a Naloxone-Training Program
for First-Year Student Pharmacists. Amanda Schartel, University Leading Student Pharmacists to “Drink the Waters” of Academic
of Maryland, Allison B. Lardieri, University of Maryland, Ashlee Support in an Accelerated Pharmacy Program. Diane W. Morel,
Mattingly, University of Maryland, Agnes A. Feemster, University South College. Objectives: The main objective is to reduce the
of Maryland. Objectives: To develop a naloxone training activity approximately 30% higher intensity factor, defined as the ratio of di-
and assess the impact on student-pharmacist knowledge and confi- dactic weeks to calendar weeks for delivery of pre-APPE curriculum,
dence to counsel about management of opioid overdose and naloxone for student pharmacists in an accelerated, quarter-based Doctor of
administration. Method: First-year students participated in a naloxone Pharmacy program by providing learning support that meets students
training activity in a required abilities laboratory course. They com- where they are in personal and professional development. Method: A
pleted a pre-lab reading and questions, received a brief lecture about comprehensive needs assessment was performed via convergence of
responding to opioid overdose, and practiced counseling/administering academic services usage data for an exisiting voluntary academic sup-
intranasal and intramuscular naloxone. An objective structured clini- port program with data collected from informal focus groups and
cal examination (OSCE) was conducted to assess their ability to coun- a newly designed survey of current students focused on student en-
sel about the use of intranasal naloxone. Students also completed gagement with and perceptions of the value of and reasons for non-
self-assessments about their confidence in counseling about manage- engagement with various academic support services. Results: Usage
ment of opioid overdose and naloxone administration following the data indicated student reluctance to react promptly to academic chal-
OSCE and at the end of the course. Results: One hundred fifty-eight lenges (failed exams) or respond to academic outreach. The most
students participated, and the average OSCE score was 82%. In the common reasons given was pride, and no convenient time to pursue
post-encounter self-assessment, 93% agreed or completely agreed that given their busy schedule. Many indicated they just had to spend more
the OSCE improved their confidence in counseling about management time studying without consideration of different or more effective
of opioid overdose and intranasal naloxone administration. Fifty-nine strategies. Implications: Convergence of utilization data, student rea-
students completed the end-of-course survey, and over 90% reported sons for non-engagement, and increased dismissals/attrition led to
they were somewhat or very confident in their ability to administer a pilot re-branding focused on student learning, with an academic
intranasal or intramuscular naloxone, recognize the symptoms of mandate for students deemed ‘at risk’. Success was indexed by re-
opioid overdose, and counsel about the use of intranasal naloxone. duced failed exams and re-exams, increased attendance and peer tutor-
Confidence in counseling about the use of intramuscular naloxone ing, and perseverance. The practice continues, now embedded in
was slightly lower. Implications: A need for further study of training a Center for Student Learning, with co-curricular ’credit’ for profes-
programs aimed to increase future healthcare professionals’ ability to sionalism (tutees), leadership and service (tutors).
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, American Journal of Pharmaceutical Education 2018; 82 (5) Article 7158.
Motivators and Barriers to Improve the Response Rate of Student composite score requirement trends for U.S. Doctor of Pharmacy Pro-
Evaluations of Teaching. Velliyur Viswesh, Roseman University grams. Method: The PharmCAS website was reviewed for PCAT
of Health Sciences, Catherine Cone, Roseman University of Health exam requirements and minimum composite scores considered for
Sciences, Vasudha Gupta, Roseman University of Health Sci- all U.S. Doctor of Pharmacy programs for the 2016 and 2018 admis-
ences, Elizabeth J. Unni, Roseman University of Health Sciences. sion cycles. Utilization trends for programs requiring PCAT for both
Objectives: Student evaluation of teaching (SET) is used at nearly the 2016 and 2018 were evaluated. Results: In 2016, 77% of programs
all US pharmacy schools. For Roseman University College of Phar- required PCAT versus 73% in 2018. Only 31% of PCAT-requiring
macy, the average SET response rate was 24% for academic year programs listed a minimum composite (range 20-60). Approximately
2015-2016. The first aim of the study was to identify motivators and 1/3 of PCAT-requiring institutions provided no response or N/A to the
barriers to SET response rate and to identify strategies to increase minimum composite field. The remaining programs recommended
the response rate. The second aim was to determine if the implemented preferred scores or gave guidance on competitive scores. Public in-
strategies improved response rates to SETs. Method: The study used stitutions required the PCAT more frequently and were more likely
a mixed methods design using modified Delphi technique across to require minimum scores while private institutions include more pref-
four phases. In phases 1 and 2, motivators and barriers for completing erence or guidance statements. A total of 30 programs altered PCAT
SETs and potential remediation strategies were identified from stu- requirements between 2016 and 2018. Twenty-four lowered PCAT
dents and consensus was formed. Phase 3 used Assessment Committee requirements; 10 programs stopped requiring the exam, 5 lowered min-
and phase 4 used faculty to refine and reach consensus with all the imum scores, 3 changed a minimum to a preference given and 3 pro-
identified motivators, barriers, and potential strategies. All the strate- grams removed a preference statement and 3 removed a minimum score.
gies were implemented in 2015-16 academic year and response rates to Six programs raised requirements; 2 added the exam, 3 added minimum
SETs before and after implementation was analyzed using t-tests to scores, and 1 provided a guidance statement. Public and private in-
determine if there was a difference in the response rates. Results: The stitutions made PCAT requirement changes at a similar rate of 21%.
strategies implemented based on the identified barriers were decreas- Implications: Admission PCAT requirements from 2016 to 2018 var-
ing the length of the survey and rating scale, using validated SET items ied. Programs making changes were four times more likely to lower
to decrease ambiguity, educating students and faculty on SETs, and requirements (no longer require the exam or lower/eliminate minimum
incentivizing for completion of SET. The overall response rate im- scores) thus expanding their qualified admission pool.
proved significantly from an average of 24% to 66% (p,0.001) after
the changes. Implications: Engaging students and faculty resulted in Pharmacy Training, Confidence, and Career Goals in Underrep-
a significant improvement in SET response rates which can be adopted resented Minority Students. Ami D. Patel, University of North Car-
by other schools struggling with low SET response rates. olina at Chapel Hill, Jacqueline McLaughlin, University of North
Carolina at Chapel Hill, Antonio A. Bush, University of North
Perceived Stress Comparison of Student Pharmacists With or Carolina at Chapel Hill, Kate Zhang, University of North Carolina
Without a Bachelor’s Degree. Miriam C. Purnell, University of at Chapel Hill, Anita Jackson, University of North Carolina at
Maryland Eastern Shore, Frederick R. Tejada, University of Maryland Chapel Hill, Kimberly P. Lewis, Campbell University. Objectives:
Eastern Shore, Terence N. Nkunbuma, University of Maryland This study examined pharmacy training, confidence, and career
Eastern Shore, Vu Nguyen, University of Maryland Eastern Shore. goals in students identifying as underrepresented racial minorities
Objectives: To investigate and compare the perceived stress of stu- (URM) currently enrolled in a Doctor of Pharmacy (PharmD) pro-
dent pharmacists (SP1, SP2, and SP3) who earned or did not earn gram. Method: PharmD students at the business session of 2017
a bachelor degree prior to enrollment in a 3-year program. A secondary
Student National Pharmaceutical Association annual meeting were
objective was to determine the nature of coping strategies employed
invited to complete a survey about pharmacy experience, confi-
by pharmacy students to alleviate stress. Method: A link to an online
dence, and career goals. Data were analyzed using descriptive sta-
survey was sent to 160 pharmacy students. The 13 question online
tistics, independent t-tests, and chi-square. Results: A total of 147
survey included the validated 10-item Perceived Stress Scale, demo-
participants completed the survey. The average participant was
graphic information, degree status, assessment performance, and ma-
a third year (n563, 42.9%) African American (n556, 38.1%) fe-
jor stressors and coping mechanisms. SP1 and SP2 students were given
male (n5 114, 77.6%). Sixty-nine (46.9%) of the participants iden-
time to complete the survey in class. SP3 students were invited to
tified as URM (ie, African American, Hispanic/Latino, American
participate via email and completed the survey remotely. The survey
Indian/Alaska Native, or Native Hawaiian/Pacific Islander. The fre-
was kept open for 5 days. Statistical analyses were completed using
quency with which URM students engaged in professional activi-
Minitab. Results: A total of 136 (82.5%) responses were analyzed.
ties during PharmD training in various pharmacy settings (e.g.
The students at UMES School of Pharmacy had more perceived stress
community, hospital, research, industry) did not differ from non-
than the norm for the 18-29 age group. There was no statistically
URM students. On a scale of 1-(not confident at all) to 10-(highly
significant difference between students with or without a Bachelor
confident), URM students indicated statistically higher confidence
degree in terms of perceived stress levels (p50.83). The students’
(mean6standard deviation) than non-URMs in ability to obtain
ways to cope with stress included sleeping, personal time alone, watch-
a job in community retail (9.461.0 vs 8.362.0), hospital pharmacy
ing TV, and exercising. Implications: With a rigorous 3-year concen-
trated pharmacy program, UMES-SOP should find ways to support (7.611.7 vs 6.512.2), academic research (5.112.2 vs 4.112.3), and
and encourage stress relief amongst students. pharmaceutical industry (4.912.5 vs 3.712.4). URM students comprised
43% (n515) of all participants indicating career goals in community retail,
Pharmacy College Admission Test Utilization and Minimum 47% (n541) in hospital, 4% (n51) in academic research, 42% (n55) in
Composite Scores in Pharmacy Programs 2016 to 2018. Mark A. academic teaching, and 60% (n512) in industry. Implications: There
Gales, Southwestern Oklahoma State University, Donald K. Woodward, were differences in the confidence levels and career goals of URM when
Rutgers, The State University of New Jersey. Objectives: To ana- compared to their counterparts. The results of this study may be useful for
lyze Pharmacy College Admission Test (PCAT) usage and minimum informing career and professional development opportunities.
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