Impact of Providing a Living Learning Community for First-Year Pre-Pharmacy Students
Objective. To conduct a retrospective cohort pilot study to evaluate the impact of a living learning community (LLC) designed for undergraduate pre-pharmacy students interested in pursuing a Doctor of Pharmacy (PharmD) degree program. Methods. Persistence, retention, and progression within the pre-p...
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| Veröffentlicht in: | American journal of pharmaceutical education 2021-01, Vol.85 (1), p.23-27, Article 8268 |
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| container_title | American journal of pharmaceutical education |
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| creator | Vincent, Sarah B. Marsh, Wallace Goodwin, Maria Farr, Jane |
| description | Objective. To conduct a retrospective cohort pilot study to evaluate the impact of a living learning community (LLC) designed for undergraduate pre-pharmacy students interested in pursuing a Doctor of Pharmacy (PharmD) degree program.
Methods. Persistence, retention, and progression within the pre-pharmacy program, as well as grade point average (GPA) were measured for LLC students and their pre-pharmacy peers who did not participate in the LLC. Information was obtained from the university’s data system and analyzed. Persistence was defined as the student continuing at the university from the fall to spring academic terms. Retention was defined as the student being enrolled at the university during a subsequent fall term. Progression was determined by whether the student had successfully completed the pre-pharmacy curriculum and began pharmacy school within two or three years of initial enrollment in the pre-pharmacy program.
Results. Despite having admissions characteristics comparable to other pre-pharmacy students, students who participated in the LLC demonstrated significantly higher grade-point averages and retention than their peers who did not participate.
Conclusion. Living learning community programs may be a valuable contributor to pre-pharmacy student success in terms of students’ persistence, retention, and progression in a pre-pharmacy program. |
| doi_str_mv | 10.5688/ajpe8268 |
| format | Article |
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Methods. Persistence, retention, and progression within the pre-pharmacy program, as well as grade point average (GPA) were measured for LLC students and their pre-pharmacy peers who did not participate in the LLC. Information was obtained from the university’s data system and analyzed. Persistence was defined as the student continuing at the university from the fall to spring academic terms. Retention was defined as the student being enrolled at the university during a subsequent fall term. Progression was determined by whether the student had successfully completed the pre-pharmacy curriculum and began pharmacy school within two or three years of initial enrollment in the pre-pharmacy program.
Results. Despite having admissions characteristics comparable to other pre-pharmacy students, students who participated in the LLC demonstrated significantly higher grade-point averages and retention than their peers who did not participate.
Conclusion. Living learning community programs may be a valuable contributor to pre-pharmacy student success in terms of students’ persistence, retention, and progression in a pre-pharmacy program.</description><identifier>ISSN: 0002-9459</identifier><identifier>EISSN: 1553-6467</identifier><identifier>DOI: 10.5688/ajpe8268</identifier><identifier>PMID: 34281822</identifier><language>eng</language><publisher>ALEXANDRIA: Elsevier Inc</publisher><subject>Academic achievement ; Brief ; Classrooms ; College students ; Community service ; Curricula ; Doctor of pharmacy degree ; Education & Educational Research ; Education, Scientific Disciplines ; Educational Practices ; Evaluation ; Grade Point Average ; Learner Engagement ; Learning ; Learning communities ; Life Sciences & Biomedicine ; living learning community ; Medical education ; Pharmaceutical Education ; Pharmacists ; Pharmacology & Pharmacy ; Pharmacy ; pre-pharmacy ; retention ; Science & Technology ; Social aspects ; Social Sciences ; Student Experience ; Students ; Study and teaching ; Success ; Teaching Methods ; Undergraduate Students ; Undergraduate Study</subject><ispartof>American journal of pharmaceutical education, 2021-01, Vol.85 (1), p.23-27, Article 8268</ispartof><rights>2021 American Association of Colleges of Pharmacy</rights><rights>COPYRIGHT 2021 American Association of Colleges of Pharmacy</rights><rights>Copyright American Association of Colleges of Pharmacy 2021</rights><rights>2021 American Association of Colleges of Pharmacy 2021</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>true</woscitedreferencessubscribed><woscitedreferencescount>4</woscitedreferencescount><woscitedreferencesoriginalsourcerecordid>wos000613542500007</woscitedreferencesoriginalsourcerecordid><citedby>FETCH-LOGICAL-c487t-73d52d7cad97341c80e86f7147029ca8833c6f6534530daf94d45f3a5e9bcda13</citedby><cites>FETCH-LOGICAL-c487t-73d52d7cad97341c80e86f7147029ca8833c6f6534530daf94d45f3a5e9bcda13</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC7829688/pdf/$$EPDF$$P50$$Gpubmedcentral$$H</linktopdf><linktohtml>$$Uhttps://www.proquest.com/docview/2486868196?pq-origsite=primo$$EHTML$$P50$$Gproquest$$H</linktohtml><link.rule.ids>230,315,729,782,786,887,27931,27932,39265,53798,53800,64392,64394,64396,72476</link.rule.ids></links><search><creatorcontrib>Vincent, Sarah B.</creatorcontrib><creatorcontrib>Marsh, Wallace</creatorcontrib><creatorcontrib>Goodwin, Maria</creatorcontrib><creatorcontrib>Farr, Jane</creatorcontrib><title>Impact of Providing a Living Learning Community for First-Year Pre-Pharmacy Students</title><title>American journal of pharmaceutical education</title><addtitle>AM J PHARM EDUC</addtitle><description>Objective. To conduct a retrospective cohort pilot study to evaluate the impact of a living learning community (LLC) designed for undergraduate pre-pharmacy students interested in pursuing a Doctor of Pharmacy (PharmD) degree program.
Methods. Persistence, retention, and progression within the pre-pharmacy program, as well as grade point average (GPA) were measured for LLC students and their pre-pharmacy peers who did not participate in the LLC. Information was obtained from the university’s data system and analyzed. Persistence was defined as the student continuing at the university from the fall to spring academic terms. Retention was defined as the student being enrolled at the university during a subsequent fall term. Progression was determined by whether the student had successfully completed the pre-pharmacy curriculum and began pharmacy school within two or three years of initial enrollment in the pre-pharmacy program.
Results. Despite having admissions characteristics comparable to other pre-pharmacy students, students who participated in the LLC demonstrated significantly higher grade-point averages and retention than their peers who did not participate.
Conclusion. Living learning community programs may be a valuable contributor to pre-pharmacy student success in terms of students’ persistence, retention, and progression in a pre-pharmacy program.</description><subject>Academic achievement</subject><subject>Brief</subject><subject>Classrooms</subject><subject>College students</subject><subject>Community service</subject><subject>Curricula</subject><subject>Doctor of pharmacy degree</subject><subject>Education & Educational Research</subject><subject>Education, Scientific Disciplines</subject><subject>Educational Practices</subject><subject>Evaluation</subject><subject>Grade Point Average</subject><subject>Learner Engagement</subject><subject>Learning</subject><subject>Learning communities</subject><subject>Life Sciences & Biomedicine</subject><subject>living learning community</subject><subject>Medical education</subject><subject>Pharmaceutical Education</subject><subject>Pharmacists</subject><subject>Pharmacology & Pharmacy</subject><subject>Pharmacy</subject><subject>pre-pharmacy</subject><subject>retention</subject><subject>Science & Technology</subject><subject>Social aspects</subject><subject>Social Sciences</subject><subject>Student Experience</subject><subject>Students</subject><subject>Study and teaching</subject><subject>Success</subject><subject>Teaching Methods</subject><subject>Undergraduate Students</subject><subject>Undergraduate 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community</topic><topic>Medical education</topic><topic>Pharmaceutical Education</topic><topic>Pharmacists</topic><topic>Pharmacology & Pharmacy</topic><topic>Pharmacy</topic><topic>pre-pharmacy</topic><topic>retention</topic><topic>Science & Technology</topic><topic>Social aspects</topic><topic>Social Sciences</topic><topic>Student Experience</topic><topic>Students</topic><topic>Study and teaching</topic><topic>Success</topic><topic>Teaching Methods</topic><topic>Undergraduate Students</topic><topic>Undergraduate Study</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Vincent, Sarah B.</creatorcontrib><creatorcontrib>Marsh, Wallace</creatorcontrib><creatorcontrib>Goodwin, Maria</creatorcontrib><creatorcontrib>Farr, Jane</creatorcontrib><collection>Web of Science Core Collection</collection><collection>Science Citation Index Expanded</collection><collection>Web of Science - Science Citation Index Expanded - 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PHARM EDUC</stitle><date>2021-01-01</date><risdate>2021</risdate><volume>85</volume><issue>1</issue><spage>23</spage><epage>27</epage><pages>23-27</pages><artnum>8268</artnum><issn>0002-9459</issn><eissn>1553-6467</eissn><abstract>Objective. To conduct a retrospective cohort pilot study to evaluate the impact of a living learning community (LLC) designed for undergraduate pre-pharmacy students interested in pursuing a Doctor of Pharmacy (PharmD) degree program.
Methods. Persistence, retention, and progression within the pre-pharmacy program, as well as grade point average (GPA) were measured for LLC students and their pre-pharmacy peers who did not participate in the LLC. Information was obtained from the university’s data system and analyzed. Persistence was defined as the student continuing at the university from the fall to spring academic terms. Retention was defined as the student being enrolled at the university during a subsequent fall term. Progression was determined by whether the student had successfully completed the pre-pharmacy curriculum and began pharmacy school within two or three years of initial enrollment in the pre-pharmacy program.
Results. Despite having admissions characteristics comparable to other pre-pharmacy students, students who participated in the LLC demonstrated significantly higher grade-point averages and retention than their peers who did not participate.
Conclusion. Living learning community programs may be a valuable contributor to pre-pharmacy student success in terms of students’ persistence, retention, and progression in a pre-pharmacy program.</abstract><cop>ALEXANDRIA</cop><pub>Elsevier Inc</pub><pmid>34281822</pmid><doi>10.5688/ajpe8268</doi><tpages>5</tpages><oa>free_for_read</oa></addata></record> |
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| subjects | Academic achievement Brief Classrooms College students Community service Curricula Doctor of pharmacy degree Education & Educational Research Education, Scientific Disciplines Educational Practices Evaluation Grade Point Average Learner Engagement Learning Learning communities Life Sciences & Biomedicine living learning community Medical education Pharmaceutical Education Pharmacists Pharmacology & Pharmacy Pharmacy pre-pharmacy retention Science & Technology Social aspects Social Sciences Student Experience Students Study and teaching Success Teaching Methods Undergraduate Students Undergraduate Study |
| title | Impact of Providing a Living Learning Community for First-Year Pre-Pharmacy Students |
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