(362) First-Generation Pharmacy Students: Academic and Non-Academic Factors That Can Affect Pharmacy Student Success

Trainee Category: Student Pharmacist

Objective : To evaluate the academic transition of first-generation (FG) students to a Doctor of Pharmacy (PharmD) program.

Methods: A retrospective study evaluated the transition to the first semester in three classes of pharmacy students (classes of 2024, 2025, and 2026) at the University of Tennessee Health Science Center College of Pharmacy (n=426). Student demographics, non-academic factors (grit, impostor syndrome, testing anxiety, and perceived stress), and academic factors (grade point average [GPA], academic probation, and early intervention) were assessed. In Fall 2022, a required academic meeting was added after exam one to target high-risk students, including FG students. The data between FG and non-FG students were compared; Mann-Whitney tests were used for continuous variables and Chi-square tests with risk estimate for categorical variables.

Results: There were 151 (35.4%) FG and 275 (64.6%) non-FG students identified. Eighty-five (56.2%) FG students represented racial minority groups. FG students were more likely to meet early intervention criteria. The class of 2026 had a greater reduction in FG students meeting early intervention criteria from exams one to two (53.8% to 20.5%) with the addition of a required academic meeting compared to preceding classes. FG students were more likely to receive two or more grades less than C- in the first semester. No statistical significance was noted in other demographics, undergraduate GPA, academic probation, or non-academic factors.

Conclusions: FG students were more likely to struggle initially when transitioning to the PharmD curriculum compared to non-FG students. A proactive approach incorporated into early intervention procedures demonstrated improvement in FG students’ academic performance from exams one to exam two. Targeted support for FG students is important for academic success.