(307) Innovative models to increase student retention and remediation in the Doctor of Pharmacy curriculum

Objective : Approaches to remediation differ across programs with continued emphasis to structure student support in an individualized manner. The School of Pharmacy-Boston implemented two new initiatives with a focus on supporting course remediation and academic progression.

Methods: A Dean’s Progression Advisory Program was launched utilizing the mid-semester academic warning system. PY1 and PY2 students who had received academic warning notices for multiple courses were enrolled in the program. Students were required to complete a meeting with a member of the School’s leadership team to discuss academic difficulties and to develop an academic plan, assisting the Academic Standing Committee with progression decisions.

A Competency Reassessment Initiative was implemented across all courses in the professional didactic curriculum. Students with a numerical course final average of 65% to 69.4% in two courses were eligible for a reassessment opportunity to achieve a passing course grade. The structure and content of reassessments were determined by course coordinators. Competency reassessments allowed students the opportunity to earn a C- in the course.

Results: Of the 125 students, 106 (84%) participated in the Dean’s Progression Advisory Program. Information collected through individual discussions was utilized by the Academic Standing Committee and assisted with progression recommendations. Ten Committee recommendations were directly informed by this process. A total of 119 competency reassessments (1 course for 91 students and 2 courses for 21 students) were administered and 22% (27) of students earned passing course grades.

Conclusions: The Dean’s Progression Advisory Program and Competency Reassessment Initiative have been beneficial advancements for the School. The impact on remediation practices and student progression will continue to be evaluated.