Current Practices and Anticipated Changes in Quantitative and Qualitative Admission Information Sources for Entry-level PharmD Programs

Abstract

The Problem: This study's purpose was to describe and compare current and anticipated pharmacy admission procedures including documentation of studies that relate admissions criteria with achievement in pharmacy education and practice. Procedures: An author-constructed survey collected data from pharmacy programs on current and anticipated admission processes, as well as the presence of assessment self-studies. A 92% response rate was achieved. Findings: A lack of significant changes was demonstrated between admission practices used for the Fall 1997 entering class and those anticipated for Fall 2000. Likewise, qualities sought and information sources used to measure these qualities are not expected to change significantly. Changes can be expected in the area of assessment /validation practices. Conclusions: (1)Current practices are not expected to change. (2)Qualitative and quantitative admission information sources are utilized. (3)Affective qualities and information sources listed in the health care literature are those used in pharmacy program admissions. (4)Many programs do not undertake local studies and are unsure of their assessment procedures in the future. (5)Most pharmacy programs (82%) feel they are meeting the adopted American Council on Pharmacy Education (ACPE) Guidelines 16.3 and 16.5. Recommendations: (1)Complete studies after the admission process for the fall 2000 to verify these respondents' perceptions. In addition, complete studies on Bachelor of Science program admission practice changes when programs transition to an entry-level PharmD. (2)Publish studies on admission sources that predict success as a student and a practitioner. (3)A lack of significant changes does not signal concern but indicates that programs consider non-academic qualities. (4)ACPE's standards appear to be realistic and applicable to pharmacy programs. Most representatives feel their programs are achieving ACPE. However, each program's practices and procedures should be further examined.