An evaluation of the pharmacy college admissions test as a tool for pharmacy college admission committees

American Journal of Pharmaceutical Education, Fall 2001 by Kelley, Katherine A, Secnik, Kristina, Boye, Mark E

Results of the regression analysis of the autumn 2000 data are presented in Table V, and results of the average first-quarter pharmacy school GPA by PCAT decile scores are presented in Table VI. The best indicator of first-quarter pharmacy school GPA was again the combination of PCAT composite and prepharmacy GPA (R^sup 2^ = 0.524). Only eight students were admitted with PCAT composite scores below the 40th percentile, and after the first-quarter of study five of the eight had pharmacy school GPAs below 2.0.

DISCUSSION AND IMPLICATIONS

The purpose of this study was to gather and analyze admissions data in order to determine the suitability of using PCAT scores to explain pharmacy school success within the context of our new PharmD educational environment. Moreover, we wanted to determine if the value of the PLAT information outweighs its serving as a potential barrier to pharmacy school applicants. Results of this investigation suggest PCAT is a valuable tool in the assessment of applicants to a college of pharmacy's PharmD program.

The PCAT can be a viewed as a barrier to entry for the colleges or schools that choose to require this extra step in the admissions process. About half (52 percent, n = 42) of the 81 United States schools of pharmacy utilized the PCAT in admissions decisions during the academic years 1999 and 2000(13,14). This percent represents a drop from the 19981999 school year when 70 percent of schools required PCAT(15). Additionally, the exam is only offered three times per year in limited geographical locales; this may exclude or discourage an otherwise qualified candidate from applying to a school requiring the PLAT. Given that there is a trend of decreasing numbers of students applying to pharmacy schools (Table I), and the requirement of PLAT can be viewed as a barrier to admission to pharmacy school, the information provided to admissions committees necessarily must be substantially informative. The results of this study indicate that a conscientious admissions committee can utilize this test, particularly when combined with pre-pharmacy GPA, to determine which students may be in academic difficulty after one quarter of course work. For the class entering autumn of 2000, more than 50 percent of the variance in first-quarter pharmacy GPA can be accounted for by the combination of pre-pharmacy GPA and PCAT composite percentile.

The results of the t-tests of mean PCAT scores indicate statistically significant differences between the groups tested (i.e., gender, race and native language). However, the practical significance of these differences would probably not be relevant in admissions decisions. For example, the average PCAT composite for men was 74.2 and the composite percentile for women was 66.3; a score of 66 would not likely keep a candidate from being admitted. Gender differences in PCAT performance (i.e., males outscore females) were also reported by Kawahara and Ethington(8).

For the variable race, the average PLAT scores are cause for concern. The average PCAT composite percentile for minorities was 32 and the average first-quarter GPA was 1.53, even though minority applicants had an average pre-pharmacy GPA of 3.09. The t-test results warrant further attention with regard to the implications of the finding that minority students average first-quarter GPA is below 2.0 (i.e., below good academic standing). The issues of success of minority students on a majority campus is unfortunately still one that faces all of higher education. Hale(16) presents a detailed theoretical framework describing the experiences of minority students in a majority setting. This work outlines the social and professional influences that shape the experiences of pharmacy students and can serve as an informative tool in understanding the influences of environment on our minority pharmacy students(16). Certainly diversity and pluralism within our colleges are constant issues that we must continue to strive to improve. One potential suggestion from this research is that minority students should be more carefully followed once admitted to the College and measures taken to help them with the transition into professional curricula. Greater attention, more resources, or both need to be committed to recruitment and retention of qualified minority pharmacy students.