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Title

Prior Four Year College Degree and Academic Performance of First Year Pharmacy Students: A Three Year Study (Galley)

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Author(s)

Marie A. Chisholm, Henry H. Cobb III, Jeffrey A. Kotzan and Gary Lautenschlager

Journal

American Journal of Pharmaceutical Education

Vol. 61, No. 3 (1997)
DOI: aj6103278.pdf

ISSN

002-9459

Publisher

American Association of Colleges of Pharmacy

Abstract

The objective of the study was to determine whether students who achieved a four-year college degree prior to entering pharmacy school had significantly higher first year pharmacy school grade point averages than students without a prior four year college degree. All students who entered the University of Georgia College of Pharmacy during 1992, 1993, and 1994 were included in the study. A total of 342 pharmacy student records were audited from the entering professional classes of 1992, 1993, and 1994. Four way analysis using the general linear model procedure was performed on the total study population (1992-1994) to determine whether degree, age, class-year, math/science prepharmacy grade point average, or any interaction term involving these variables was a significant factor contributing to the academic performance of first year pharmacy students. Analysis using the general linear model procedure was used to determine whether ages of students were different according to degree status (students with or without four year college degrees). For all years, students with a prior college degree performed significantly better than students without a prior college degree (P<0.05). The difference in grade point averages that existed between students was significantly associated with degree status and math/science prepharmacy grade point average, not age or class-year. The overall model R-square is 0.38 (the math/science prepharmacy GPA and the degree partial r-square is 0.28 and 0.10 respectively). The Pearson correlation coefficient of 0.52 and the variance inflation factor (age=1.37; degree=1.33) revealed no adverse effect of collinearity between age and degree in our model. This study validates that students with prior four year college degrees had significantly higher first year grade point averages than students without degrees in this

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