(317) Predicting Remediation Need in Pharmacy Calculations Courses

Objective : Establish measures that predict academic progression and need for metacognitive remediation in Pharm.D. students enrolled in calculations courses at the University of Saint Joseph. Hypotheses to be tested: 1) students with strong math skills would constantly outperform less numerate students, 2) completion of calculations courses would close the performance gap across the class.

Methods: Students enrolled in two 5-week long Pharmaceutics and Calculations courses were followed. Mathematical ability and critical thinking were assessed in tests using multiple choice and handwritten responses to longitudinal math problem sets with increasing complexity, before, during and at the end of the courses. Tests were conducted using both open and closed book paradigms. Student scores and rank in class were determined for each of 7 time points.

Results: 23 students were followed. Cohort score variance reduced during the course, indicating a ceiling effect and significant learning in the less-able students. We found a strong Pearson correlation between the pre-course score with overall performance (r=0.7) and need for metacognitive remediation (r=-0.8). Rank order was preserved for closed book tests, but was lost when tests were conducted in “open-book” conditions.

Conclusions: Teaching critical thinking skills and practicing NAPLEX-like questions were effective in improving student ability. Nevertheless, students with weak math skills consistently placed at the lower end of class and needed remediation to complete the course. These findings support the early detection of math deficits and need for readiness enhancement prior to the course.