Eytan Klausner

The objectives of this review are to describe the utility of approaches used for the assessment of course interventions in pharmacy education and to provide recommendations that may guide faculty members in their scholarship of teaching and learning (SoTL) efforts that encompass assessment of course interventions. Findings. Thirty-four articles that included educational interventions published between 2016 and 2020 in the American Journal of Pharmaceutical Education and Currents in Pharmacy Teaching and Learning were selected for analysis. Those articles used various approaches for the assessment of course interventions. In the order of decreasing frequency of use, those methods were surveys, student academic performance, student evaluations, mixed quantitative and qualitative methods, pre-and posttest, and learning analytics. Summary. The use of more than one assessment approach, ie, triangulation, and multiple student cohorts are advantageous. When multiple cohorts are used, it is beneficial to present the students' demographic information. Student academic performance should be part of an assessment of course interventions whenever relevant. Surveys about student perceptions and confidence may contribute to the assessment of course interventions. However, since the information collected is subjective and is usually unrelated to student learning, such an approach should be coupled with other assessment approaches that reflect student learning, such as academic performance and/or a pre-and a posttest. Depending on the research question, qualitative methods and learning analytics may also be a part of the assessment of course interventions.

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.

The objectives are to (1) describe the utility of approaches used for the assessment of course interventions in pharmacy education; and (2) provide recommendations that may guide faculty members in their future scholarship of teaching and learning (SoTL) efforts that encompass the assessment of course interventions. Methods: A literature search was conducted, primarily based on article titles, in the websites of the journals, American Journal of Pharmaceutical Education and Currents in Pharmacy Teaching and Learning. The search was limited in time from August 2016 to August 2021 to capture contemporary methodologies. Results: Thirty-four articles that included educational interventions were selected for analysis. Those articles used various approaches for the assessment of course interventions. In the order of decreasing frequency of use, those methods were surveys, student academic performance, student evaluations, mixed quantitative-and qualitative methods, pre-and post-test, and learning analytics. Conclusions: The use of more than one assessment approach, ie, triangulation, and multiple student cohorts, are advantageous. When multiple cohorts are used, it is beneficial to present the students' demographic information. Student academic performance should be part of an assessment of course interventions whenever relevant. Surveys about student perceptions and confidence may contribute to the assessment of course interventions. However, since the information collected is subjective and is usually unrelated to student learning, such an approach should be coupled with other assessment approaches that reflect student learning, such as academic performance and/or a pre-and a post-test. Depending on the research question, qualitative methods and learning analytics may also be a part of the assessment of a course intervention.

Objective: To describe admission scores, including multiple mini-interview (MMI), pre-pharmacy average (PPA) and Pharmacy College Admission Test (PCAT), and covariates (age, prior degree, re-application, gender), in cohorts admitted in 2011 and 2012 to the PharmD program at University of Toronto. To determine predictive validity of admission scores and covariates, with respect to year 3 grade point average (GPA), year 4 advanced pharmacy practice experience (APPE) rotations, and scores on Pharmacy Examining Board of Canada (PEBC) Qualifying Examinations: multiple choice question (MCQ) and objective structured clinical examination (OSCE). Methods: Descriptive statistics and correlations were determined for admission scores and covariates. Multiple linear regression analyses were conducted with PPA, PCAT composite, and MMI scores as predictor variables. Dependent variables were Year 3 GPA, APPE scores (community and institutional), PEBC-MCQ and OSCE scores. Results: Consenting students admitted in 2011 and 2012 with matched PEBC scores totaled 229 (56.8% female) and 219 (64.8% female), respectively. Average age (22.0, 21.6), PPA (79.8, 80.3), PCAT (421.7, 422.5) and MMI % (62.5, 63.0) were similar. In both cohorts, PPA and MMI were significant predictors for annual Year 3 GPA. MMI was a significant predictor for community and institutional APPE (2011); model not significant with 2012. For PEBC exam, PPA, PCAT and MMI were significantly predictive for MCQ; only MMI was significant for OSCE. Implications: MMI was only admissions predictor for PEBC OSCE, supporting MMI continued use. PPA, PCAT, age, prior degree and gender were also significant in some models. Further analysis of in-program course performance is occurring. A PCOA "Gated Stakes" Model to Ensure Proficiency Prior to Progression. Patrick J. Davis, The University of Texas at Austin, Rochelle M. Roberts, The University of Texas at Austin, W. Renee Acosta, The University of Texas at Austin. Objective: Develop an administrative process to take the PCOA from a "high stakes" (pass/no pass) model to a "gated stakes" exam in which the level of performance dictated differential levels of remediation prior to progression. The lack of subject-level granularity in the PCOA mandated the identification of a more diagnostic process that could (a) identify and (b) remediate deficiencies, (c) confirm proficiency, and (d) if unsuccessful remediation, identify which course(s) need repeating. Methods: Class results were normalized by setting the score for the highest performing student as 100% (range5100% to 55%). Students 1-StdDev below the mean were designated "grey zone" and those 2-StdDev below the mean were designated "red zone." Access Pharmacy's "McGraw-Hill NAPLEX Review Guide" was identified as the diagnostic/remediation/ assessment tool. A validation study conducted with PCOA-successful students showed a direct correlation with overall PCOA scores vs NAPLEX review scores (R250.7965) and set an acceptable cut score. Results: "Grey-zone" students were "gated" to identifying areas of deficiency, complete a narrative reflection, and meet with their faculty mentor to address how those areas would be addressed prior to and during the P4 year. "Red-zone" students were "gated" to identify areas of deficiency, remediate, and achieve the cut score set by the pilot; all successfully remediated and were then assigned faculty mentors for the P4 year. Implications: The Program Assessment Team has developed a process to extend the non-granular PCOA results to a "gated stakes" process allowing for identification of deficiencies, remediation, and demonstration of proficiency prior to progression. A Story of 11 Rubrics. Suzanne Carbonaro, University of the Sciences, Lisa Charneski, University of the Sciences. Objective: To describe a process of faculty engagement in program-wide rubric creation Methods: To support assessment within the competency-driven curriculum (fall 2018 start) development of program-wide rubrics become a priority. Three faculty-centered workshops followed by three surveys set the stage for collaboration. Using tenets of Expectancy-value theory, faculty identified key performance indicators of value to our

NOVAFECT chitosans are ultrapure chitosan oligomers that were recently marketed as carriers for non-viral gene therapy. There are no reports on systematic design and improvement of formulations based on NOVAFECT chitosans for gene delivery. Therefore, we have designed and characterized chitosan-DNA nanoparticles based on NOVAFECT. We found that the size of oligomeric chitosan-DNA nanoparticles is small, ≤98.2 ± 4.4 nm. Zeta potential measurements of oligomeric chitosan-DNA nanoparticles exhibited a strong positive charge ≥44.1 ± 3.5 millivolt. In vitro transfection studies demonstrated the ability of oligomeric chitosan-DNA nanoparticles to effectively transfect COS-7 cells. In rat corneas, injection of a select formulation of oligomeric chitosan-DNA nanoparticles into the stroma showed that (a) luciferase gene expression was 5.4 times greater than following administration of polyethylenimine-DNA nanoparticles; and (b) the cells that express the transgene, green fluorescent protein, were keratocytes (corneal fibroblasts). This study lays the foundation for evaluating oligomeric chitosan-DNA nanoparticles as pharmaceuticals for corneal gene therapy, a promising approach for the treatment of acquired and inherited corneal diseases that otherwise lead to blindness. Oligomeric chitosan-DNA nanoparticles can also be evaluated for the treatment of ocular diseases outside of the cornea, and for various additional gene therapy applications.

Objective. The objectives of the review are to (1) describe the utility of approaches used for the assessment of course interventions in pharmacy education; and (2) provide recommendations that may guide faculty members in their future scholarship of teaching and learning (SoTL) efforts that encompass assessment of course interventions.Findings. Thirty-four articles that included educational interventions published between 2016 and 2020 in the American Journal of Pharmaceutical Education and Current in Pharmacy Teaching and Learning were selected for analysis. Those articles used various approaches for the assessment of course interventions. In the order of decreasing frequency of use, those methods were surveys, student academic performance, student evaluations, mixed quantitative- and qualitative methods, pre- and post-test, and learning analytics.Summary. The use of more than one assessment approach, ie, triangulation, and multiple student cohorts, are advantageous. When multiple cohorts are used, it is beneficial to present the students' demographic information. Student academic performance should be part of an assessment of course interventions whenever relevant. Surveys about student perceptions and confidence may contribute to the assessment of course interventions. However, since the information collected is subjective and is usually unrelated to student learning, such an approach should be coupled with other assessment approaches that reflect student learning, such as academic performance and/or a pre- and a post-test. Depending on the research question, qualitative methods and learning analytics may also be a part of the assessment of a course intervention.