(330) Strategies for Elevating Student Retention in an Accelerated Pharmacy Program

Objective : To characterize approaches incorporated into the William Carey University School of Pharmacy (WCUSOP) accelerated Doctor of Pharmacy program to bolster student success and retention.

Methods: Strategies implemented throughout the curriculum to enhance student retention were compiled and subdivided into the following four domains: didactic curriculum, experiential curriculum, student services, and the mentor-mentee relationship.

Results: Within the didactic curriculum, scheduled recitation blocks that utilize active learning to reinforce material; formal reviews of graded assessments (in-class and individually); intentional course design to prepare students for experiential rotations; and integrative sequencing and delivery of course content between the Departments of Pharmaceutical Sciences and Pharmacy Practice are all employed. Utilization of summative assessments in the didactic and experiential curriculum provides continued reinforcement. During experiential rotations, midpoint evaluations are performed to identify underperforming students for additional support from the Office of Student Success (OSS) and the Office of Experiential Education. The OSS uses an Early Identification and Intervention Plan to place “at-risk” students on an Academic Supervision Plan, which provides academic counseling in the forms of tutoring and training on time management and study skills. Lastly, a faculty lead mentorship program initiated upon matriculation provides students with an advocate to guide them throughout their tenure in the Program. During (at least) quarterly meetings, mentors counsel mentees on their academic efforts and ensure professional growth through discussion of co-curricular activities.

Conclusions: While the School’s attrition rate is not ideal, it would likely be higher without our multiple retention approaches. Future efforts may include developing a pre-matriculation program to bolster student readiness as it pertains to foundational knowledge and professional identify formation.