CoChat
Sign Up
Cited by 20Medical Education and AdmissionsPharmacy and Medical PracticesInnovations in Medical Education

Implementation, Revisions, and Student Perceptions of a Pre-Matriculation Program in a School of Pharmacy

Open access
Klausner, Eytan A., Rowe, Erica L., Hamilton, Beverly S., Mark, Karen S.·2019·American Journal of Pharmaceutical Education
DOI 10.5688/ajpe7021PMC PMC6788156
Open this paper in CoChat — free accountOpen PDF

Abstract

Objective. To characterize the development, revision, and student perceptions of a pre-matriculation program entitled Pharmacy Readiness and Enrichment Program (PREP) in a school of pharmacy. Methods. The program was first implemented in June 2013 for the incoming class of 2016. The main components of PREP were curriculum and scientific content review, professionalism, time management, critical thinking, and personal interactions. Entering student pharmacists were surveyed immediately and six or more months after PREP concluded. Statistical analysis was performed to determine if participation in PREP affected students’ academic performance. Results. Student perceptions regarding the program and its components were favorable immediately after PREP but less favorable six or more months later. Statistical analysis showed that students who completed PREP had significantly higher cumulative grade point average (GPA) in pharmacy year one and year two. Conclusion. It is possible to implement a two-day pre-matriculation program with a wide range of components and deliver it prior to the start of the first professional year. It is also possible to deliver some PREP components during the first professional year rather than prior to matriculation into the program. The PREP may serve as a model for other schools of pharmacy that are considering the implementation of a pre-matriculation program, or that have a pre-matriculation program in place and are seeking to modify or update their program.

AI snapshot

Written from the paper’s full text.

TL;DR

This paper describes the development, revision, and evaluation of a pre-matriculation Pharmacy Readiness and Enrichment Program (PREP) at South College School of Pharmacy. Students generally rated PREP favorably immediately after it, though ratings declined when surveyed six or more months later, and cohorts completing PREP had significantly higher first- and second-professional-year GPAs than the pre-PREP control cohort.

Key findings

  • Immediately after PREP, most students had a positive perception of the overall program: 98%, 93%, and 88% for the Classes of 2017, 2018, and 2019, respectively.
  • Perceptions declined over time. For the Class of 2018, average positive perceptions for 10 sessions were 93% immediately after PREP versus 51% 6–12 months later (p<.001; average decline 42%). For the Class of 2019, average positive perceptions for six sessions were 89% immediately after versus 76% six months later (p<.01; average decline 14%).
  • Academic outcomes: entering cumulative GPA and composite PCAT scores did not differ significantly across cohorts, but first- and second-professional-year GPAs did. Compared with the Class of 2015 control (Year 1 GPA 3.05, SD 0.36; Year 2 GPA 3.18, SD 0.32), PREP cohorts had higher GPAs: Class of 2017 Year 1 3.35 (SD 0.38, p<.001) and Year 2 3.35 (SD 0.31, p<.01); Class of 2018 Year 1 3.26 (SD 0.40, p<.01) and Year 2 3.40 (SD 0.29, p<.001); Class of 2019 Year 1 3.37 (SD 0.38, p<.001).
  • The paper outlines a pre-matriculation/enrichment model with sessions grouped into transitional, professionalism/ethics, scientific/focused topic review, group interactions/affective domain, and higher-order/cognitive domain categories, some delivered before matriculation and some during the first professional year.

Methods

  • Program evaluation at South College School of Pharmacy using student surveys and academic records. The study population included PharmD students from the Classes of 2015, 2017, 2018, and 2019; the Class of 2015 served as the control because PREP began after they matriculated, and the Class of 2016 was excluded because consent to use academic records was not obtained.
  • Surveys assessed overall PREP quality and individual sessions using 4- or 5-point Likert scales, administered immediately after PREP and, for some cohorts, six or more months later. Academic outcomes were cumulative GPA at the end of the first and second professional years, entering cumulative GPA, and composite PCAT scores.
  • Analyses included descriptive statistics, Mann-Whitney tests for scientific versus non-scientific session perceptions, two-tailed paired t tests for immediate versus delayed survey comparisons, one-way ANOVA for cohort differences, and Tukey-Kramer post-hoc tests where ANOVA was significant; significance was set at p<.05.

Limitations

  • The paper states that PREP may not have been the sole contributor to increased average cumulative GPA; changes to curriculum or faculty, or unidentified reasons, could also explain the increase.
  • The paper states that surveys varied across years, including different Likert scales, differences in question phrasing, and mode of administration (small focus groups versus one large group), which may have affected quantitative results.
  • Evident from the text: the design was a nonrandomized cohort comparison, attendance at PREP was not mandatory, the Class of 2016 was excluded due to lack of consent, and student perception data are self-reported.

Model-written summary. Check it against the paper before relying on it.

Integrity signals

Registry

Crossref · 10.5688/ajpe7021

Cites

20 of 20 references verified0 citation errors · 0 not checkable

Statistics

Nothing to recompute.

Claims the paper makes

0 of 23 cited sources checked · 0 supported · 0 flagged

  • Findingown data

    The average decline in the sum of positive student perceptions, for the sessions that appeared in both surveys, was 42% (SD=9).

    “The average decline in the sum of positive student perceptions, for the sessions that appeared in both surveys, was 42% (SD59).”
    Quote in the paperSubstantial claim
  • Findingown data

    There was a decline (p<.01) in the positivity of student perceptions regarding those six PREP sessions from the survey administered immediately after PREP to the survey administered six months after PREP.

    “This finding reflects a decline (p,.01) in the positivity of student perceptions regarding those six PREP sessions from the survey administered immediately after PREP to the survey administered six months after PREP (Table 4).”
    Quote in the paperNot a substantial claim
  • Findingown data

    The average positive student perceptions for 10 individual PREP sessions that appeared both in the survey administered immediately after PREP and the survey administered 6-12 months after PREP were 93% (SD=5) and 51% (SD=7%), respectively.

    “The average positive student perceptions for 10 individual PREP sessions that appeared both in the survey administered immediately after PREP and the survey administered 6-12 months after PREP were 93% (SD=5) and 51% (SD=7%), respectively.”
    Quote in the paperSubstantial claim
  • Findingown data

    ANOVA comparing first professional year GPA found a significant difference between the four cohorts, p<.001.

    “When performing ANOVA to compare the outcomes, first professional year GPA, a significant difference was found between the four cohorts, p,.001.”
    Quote in the paperSubstantial claim
  • Findingown data

    Immediately after completing PREP, a strong majority of students had a positive perception of the overall PREP experience: 98%, 93%, and 88% for the Classes of 2017, 2018, and 2019, respectively.

    “The results showed that immediately after completing PREP, a strong majority of students had a positive perception of the overall PREP experience (98%, 93%, and 88% for the Classes of 2017, 2018, and 2019, respectively).”
    Quote in the paperNot a substantial claim
  • May combine two claims. 16
  • Classified as probably not a substantial claim. 24
  • The quote only partly states this claim. 1

  • May combine two claims.

    Findingown data

    Six to 12 months after the class of 2018 completed PREP, approximately 57% (SD=5%) of the students had a positive perception of the scientific sessions and 45% (SD=3%) had a positive perception of the non-scientific sessions.

    “Six to 12 months after the class of 2018 completed PREP, approximately 57% (SD55%) of the students had a positive perception of the scientific sessions and 45% (SD53%) had a positive perception of the non-scientific sessions (Table 4).”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    No significant difference was found between the first year GPA of the class of 2017 and that of the class of 2018, between the class of 2017 and the class of 2019, or between the class of 2018 and the class of 2019.

    “However, no significant difference was found between the first year GPA of the class of 2017 and that of the class of 2018, between the class of 2017 and the class of 2019, or between the class of 2018 and the class of 2019.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingnone given

    The SCSOP PREP can generally be divided into four types of sessions: brief reviews of scientific content, instruction on cognitive and affective skills, introduction of key professionalism concepts related to pharmacy, and professional/personal interactions between student pharmacists and faculty members.

    “The SCSOP PREP can generally be divided into four types of sessions: brief reviews of scientific content, instruction on cognitive and affective skills, introduction of key professionalism concepts related to pharmacy, and professional/personal interactions between student pharmacists and faculty members (Table 1).”
    Quote in the paperNot a substantial claim

  • Classified as probably not a substantial claim. May combine two claims.

    Findingnone given

    The SCSOP PREP is a relatively short pre-matriculation program, with its main components being curriculum overview and scientific content reviews, professionalism, time management, critical thinking, cultural diversity, and personal interactions.

    “The SCSOP PREP is a relatively short pre-matriculation program, with its main components being curriculum overview and scientific content reviews, professionalism, time management, critical thinking, cultural diversity, and personal interactions.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingown data

    Post-hoc analysis showed significant differences between the first year GPA of the class of 2015 and that of the class of 2017 (p<.001), the class of 2018 (p<.01), and the class of 2019 (p<.001).

    “Post-hoc analysis (Tukey-Kramer multiple comparisons test) showed significant differences between the first year GPA of the class of 2015 and that of the class of 2017 (p,.001), the class of 2018 (p,.01), and the class of 2019 (p,.001).”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingown data

    Student perceptions regarding the program and its components were favorable immediately after PREP but less favorable six or more months later.

    “Student perceptions regarding the program and its components were favorable immediately after PREP but less favorable six or more months later.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingown data

    Post-hoc analysis indicated that there was a significant difference between the second year GPA of the class of 2015 and that of the class of 2017 (p<.01) and the class of 2018 (p<.001).

    “Post-hoc analysis (Tukey-Kramer multiple comparisons test) indicated that there was a significant difference between the second year GPA of the class of 2015 and that of the class of 2017 (p,.01) and the class of 2018 (p,.001).”
    Quote in the paperSubstantial claim

  • The quote only partly states this claim.

    Findingown data

    The survey administered to the class of 2017 immediately after PREP showed that the average positive student perceptions for the various sessions was 96% (SD=6%).

    “The survey administered to the class of 2017 immediately after PREP showed that the average positive student perceptions for the various sessions was 96% (SD56%).”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Study design and conductnone given

    The survey variations may have affected the quantitative results but do not appear to have had a large impact on the qualitative results.

    “While this may have affected the quantitative results, it does not appear to have had a large impact on the qualitative results.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductnone given

    The study protocol was approved by the South College Institutional Review Board (IRB).

    “The study protocol was approved by the South College Institutional Review Board (IRB).”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Interpretationreasoning

    The scientific review sessions differ from those at University of North Carolina as they are geared to remind students of major concepts and help guide them in their self-directed learning.

    “Thus, the scientific review sessions differ from those at University of North Carolina as they are geared to remind students of major concepts and help guide them in their self-directed learning.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    Pre-matriculation programs sometimes result in a boost in the confidence of their participants in their readiness for medical school.

    “Pre-matriculation programs sometimes result in a boost in the confidence of their participants in their readiness for medical school.20”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [20]

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    Medical pre-matriculation programs differ in their aims, scope (eg, basic science enrichment, study skills acquisition), and targeted student population.

    “These medical pre-matriculation programs also differ in their aims, scope (eg, basic science enrichment, study skills acquisition), and targeted student population.20,[22][23][24][25][26][27][28]”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites 20,[22][23][24][25][26][27][28]

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Premisecitation

    Most schools of medicine offer pre-matriculation programs, which usually last from three to seven weeks.

    “Most schools of medicine offer pre-matriculation programs, which usually last from three to seven weeks.20,[23][24][25][26][27][28]”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites 20,[23][24][25][26][27][28]

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisenone given

    The broad diversity of the student population with regard to educational rigor and background, professionalism and ethics, and prior pharmacy exposure is not unique to SCSOP.

    “The broad diversity of the student population with regard to educational rigor and background, professionalism and ethics, and prior pharmacy exposure is not unique to SCSOP.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Study design and conductnone given

    Another limitation is the variations in surveys used throughout the years, specifically, the different Likert scales that were used, differences in survey question phrasing, and mode of administration, ie, small focus groups versus one large group.

    “Another limitation is the variations in surveys used throughout the years, specifically, the different Likert scales that were used, differences in survey question phrasing, and mode of administration, ie, small focus groups versus one large group.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).

    Interpretationreasoning

    There are many opportunities to implement a wide variety of pre-matriculation programs in schools of pharmacy to enhance students' readiness and confidence.

    “Similar to prematriculation programs in schools of medicine, there are many opportunities to implement a wide variety of pre-matriculation programs in schools of pharmacy to enhance students' readiness and confidence.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    Some of the changes that schools of pharmacy see in their student populations is, in part, associated with the decreased number of pharmacy school applicants nationwide coupled with a concurrent increase in the number of schools of pharmacy.

    “Some of the changes that schools of pharmacy see in their student populations is, in part, associated with the decreased number of pharmacy school applicants nationwide coupled with a concurrent increase in the number of schools of pharmacy.”
    Quote in the paperNot a substantial claim0 of 3 sources checked
    • cites [1]

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

    • cites [2]

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

    • cites [3]

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Premisecitation

    Because the programs are substantially different, the outcomes also vary, with some programs reporting positive academic outcomes while others do not.

    “Because the programs are substantially different, the outcomes also vary, with some programs reporting positive academic outcomes while others do not.19,20,21,26”
    Quote in the paperNot a substantial claim0 of 4 sources checked
    • cites [19]

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

    • cites [20]

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

    • cites [21]

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

    • cites [26]

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    Some schools may have implemented and/or altered their pre-matriculation programs in recent years to address and prepare for ACPE 2016 Standards which place more emphasis on learner outcomes related to professionalism and affective domains necessary in interprofessional health care.

    “Some schools may have implemented and/or altered their pre-matriculation programs in recent years to address and prepare for ACPE 2016 Standards which place more emphasis on learner outcomes related to professionalism and affective domains necessary in interprofessional health care.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [15]

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing), S4 (based). May combine two claims.

    Study design and conductnone given

    The increase in GPA could also be attributed to changes to the curriculum or faculty, or to reasons that are yet to be identified.

    “Such an increase in GPA could also be attributed to changes to the curriculum or faculty, or to reasons that are yet to be identified.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    A two-day (16 hours) simulation-based boot camp prior to internal medicine residency aimed to enhance specific skills, such as physical examination techniques and communication with patients and families, can result in significantly better performance in each of the simulated skills.

    “An interesting study showed that even a two-day (16 hours) simulation-based boot camp prior to internal medicine residency aimed to enhance specific skills, such as physical examination techniques and communication with patients and families, can result in significantly better performance in each of the simulated skills.29”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [29]

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim: may not pass S4 (based).

    Interpretationnone given

    The model of the SCSOP PREP that started as an initial supplement to student orientation has transformed into a combined pre-matriculation and enrichment program suitable for the preparation of student pharmacists for their professional career in a changing health care environment.

    “The model of the SCSOP PREP that started as an initial supplement to student orientation has transformed into a combined pre-matriculation and enrichment program suitable for the preparation of student pharmacists for their professional career in a changing health care environment.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    The University of North Carolina's three-week intensive course is focused on presenting foundational knowledge in five scientific topics, applied math, biochemistry, biostatistics, organic chemistry, and physiology, to provide an even playing field to prepare students for the professional curriculum.

    “Their three-week intensive course is focused on presenting foundational knowledge in five scientific topics, applied math, biochemistry, biostatistics, organic chemistry, and physiology, to provide an even playing field to prepare students for the professional curriculum.18”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [18]

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Classified as probably not a substantial claim. May combine two claims.

    Study design and conductreasoning

    Records of consent to use student academic records were not obtained for the class of 2016; therefore, 2016 student perceptions and academic data are not represented in the Results section.

    “Records of consent to use student academic records were not obtained for the class of 2016; therefore, 2016 student perceptions and academic data are not represented in the Results section.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    Some schools of pharmacy offer their incoming students pre-matriculation programs that typically range from several days to a few weeks and cover a variety of topics.

    “To facilitate transition into the pharmacy program, some schools of pharmacy offer their incoming students pre-matriculation programs that typically range from several days to a few weeks and cover a variety of topics.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [9]

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • May combine two claims.

    Premisecitation

    The ACPE Standards 2016 place a greater emphasis on the affective domain skills of student pharmacists and being able to provide content and assessment of these skills in student pharmacists.

    “The ACPE Standards 2016 place a greater emphasis on the affective domain skills of student pharmacists and being able to provide content and assessment of these skills in student pharmacists.15”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites [15]

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • May combine two claims.

    Study design and conductreasoning

    Students in the class of 2015 served as the control group for this study since PREP was implemented after they had matriculated into the professional pharmacy curriculum at SCSOP.

    “Students in the class of 2015 served as the control group for this study since PREP was implemented after they had matriculated into the professional pharmacy curriculum at SCSOP.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    The University of North Carolina Eshelman School of Pharmacy requires their incoming student pharmacists to complete a pharmacy bridging course prior to matriculation.

    “The University of North Carolina Eshelman School of Pharmacy requires their incoming student pharmacists to complete a pharmacy bridging course prior to matric-ulation.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [18]

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing). May combine two claims.

    Premisecitation

    There may be cultural changes that affect the behavior of student pharmacists during their professional program such as feelings of academic entitlement, and students' attitude toward social media professionalism.

    “In addition, there may be cultural changes that affect the behavior of student pharmacists during their professional program such as feelings of academic entitlement, and students' attitude toward social media professionalism.”
    Quote in the paperNot a substantial claim0 of 3 sources checked
    • cites [6]

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

    • cites [7]

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

    • cites [8]

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductnone given

    All student-related data were de-identified prior to statistical analyses.

    “All student-related data were de-identified prior to statistical analyses.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S2 (checkable), S4 (based).

    Interpretationnone given

    The PREP can serve as a model for schools of pharmacy that are considering the implementation of a prematriculation program, or that have a pre-matriculation program in place and are seeking to modify or update their program.

    “The PREP can serve as a model for schools of pharmacy that are considering the implementation of a prematriculation program, or that have a pre-matriculation program in place and are seeking to modify or update their program.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductown data

    Most surveys had a response rate of at least 89%.

    “Most surveys had a response rate of at least 89%.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    There is a long history of pre-matriculation programs in medicine.

    “When examining programs in medicine, which also has a challenging curriculum, there is a long history of pre-matriculation programs.[19][20][21]”
    Quote in the paperNot a substantial claim0 of 3 sources checked
    • cites [19]

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

    • cites [20]

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

    • cites [21]

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

34 of 34

  • The paper relies on this without support.

    The first two cohorts at SCSOP had growing diversity in students' educational backgrounds and experiences.

    “As the first two cohorts entered the program, the faculty and administration noticed a growing diversity in the students' educational backgrounds and experiences.”

  • The paper relies on this without support.

    Differences in first- and second-year GPA between cohorts are attributable to PREP rather than other differences between cohorts.

    “The first year GPAs of the classes of 2017, 2018, and 2019 were compared to the first-year GPA of the control group (class of 2015).”

  • The paper relies on this without support.

    Cognitive and affective skills (attention to detail, critical thinking, time management, organization) are critical to student success in the pharmacy curriculum, life-long learning, and development of entrustable professional abilities.

    “Sessions on cognitive and affective skills (ie, attention to detail, critical thinking, time management, and organization) are critical to student success in the pharmacy curriculum, life-long learning, and their development of entrustable professional abilities.”

  • The paper relies on this without support.

    It is important that students encounter professionalism concepts before they matriculate into the pharmacy program at SCSOP.

    “While these concepts are discussed in courses during the first professional year and beyond, it appears important that students encounter these topics before they matriculate into the pharmacy program at SCSOP.”
4 of 4

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

  • Non-participants in a 5-week summer pre-matriculation program had a 5.24 times higher risk of first-year probation compared to participants.

    “they found that non-participants had a 5.24 times higher risk of first-year probation, as compared to those students who did participate [13].”

    From A Descriptive Website Review of Publicized PharmD Pre-Matriculation Programs (2026) · cites this paper as [13]

    The Conclusion (page unavailable) reports higher first-year GPA among PREP participants than non-participants, supporting a difference in academic performance. The Methods (page unavailable) identify GPA—not probation risk—as the measured outcome, and no passage reports a 5.24-fold risk. The Methods also describe a much shorter program, including two days before the first quarter for the class of 2019, rather than a five-week program. (LLM, conf=0.86)

    Experimental — accuracy not yet measured

Cites

Flagged first, then by citations

Research works printed but not linked: 2

  1. Klausner, 2017, Orientation, boot camps, and pre-matriculation programs in schools of pharmacy, Am J Pharm Educ, 81, Article S5
  2. Brownlee, 2015, Development of a proactive, comprehensive approach to support student academic success, Am J Pharm Educ, 79, Article S4

Cited by

Sorted by citations

Related

Authors
Klausner, E. A., Rowe, E. L., Hamilton, B. S., & Mark, K. S.
Affiliations
  • South College (US)
  • Lincoln Memorial University (US)
ORCID
Venue
American Journal of Pharmaceutical Education
Publisher
Elsevier BV
Published
2019-09
Volume
83
Issue
7
Pages
7021
ISSN
0002-9459 (ISSN-L)
DOI
10.5688/ajpe7021
PMC
PMC6788156
OpenAlex
W2891018316
Semantic Scholar
3ce77efcfd0e6935336d1bda6178ad6d89a8fd6c
Cited by
20
References
20
Citations by year
2026: 6 · 2025: 4 · 2024: 2 · 2023: 2 · 2022: 3 · 2021: 2 · 2020: 1
FWCI
1.38
Type
journal article
Language
en
Open access
Licence
Locations
  • American Journal of Pharmaceutical Education (publishedVersion)
  • Europe PMC (PubMed Central) (publishedVersion)
  • PubMed Central (publishedVersion)
  • PubMed (publishedVersion)
Topics
  • Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Medical Education and Admissions
  • Life Sciences › Pharmacology, Toxicology and Pharmaceutics › Pharmacology › Pharmacy and Medical Practices
  • Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
Keywords
pharmacy students, student perceptions, academic performance, professionalism, time management, critical thinking, curriculum review, program implementation, pharmacy school admissions
MeSH terms
Professionalism, Academic Performance, Curriculum, Education, Pharmacy, Humans, Surveys and Questionnaires, Schools, Pharmacy, Students, Pharmacy, Program Evaluation, Program Development

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Claims read by deepseek-v4.1-flash under definition version 3 (extract-v3) on 2026-11-03.

Classified by jev-1.13-20260917 (gold-guideline-v0.2) on 2026-11-03.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review