Objective: ACPE newly approved standards for PharmD programs (Standards 2025) indicates that colleges should maintain a student-to-faculty ratio of no greater than 10:1. This may have significant implications for colleges that are currently above the 10:1 ratio; yet, little published evidence exists for using 10:1 as the threshold for determining whether a college has sufficient faculty. This study examines the relationship of student-to-faculty ratio with NAPLEX first-attempt pass rate.
Methods: Data were extracted from AACP institutional research reports for academic year 2022 to determine the number of enrolled students and faculty members for each college of pharmacy, and data were obtained from NABP public reports to determine NAPLEX pass rates for the colleges across 2021-2023. The 3-year average NAPLEX first-attempt pass rate for each college was calculated. The 3-year NAPLEX pass rate was compared between colleges with high (>10:1) and low (≤ 10:1) student-to-faculty ratios.
Results: Complete data were available for 138 colleges of pharmacy wherein 29 of those colleges had a student-to-faculty ratio of at least 10:1. Of the 29 colleges with a high ratio, 24 were private institutions. The mean 3-year first attempt pass rate for NAPLEX was not substantially different for colleges that had a student-to-faculty ratio > 10:1 when compared to colleges with a ratio ≤ 10:1 (mean difference = 3.67 percentage points).
Conclusion: The NAPLEX first-attempt pass rate does not differ substantially between colleges based solely on student-to-faculty ratio. Additional research is needed to identify other factors that may explain these differences in program outcomes.
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http://dx.doi.org/10.1016/j.cptl.2024.102237 | DOI Listing |
Curr Pharm Teach Learn
February 2025
Ohio Northern University, Raabe College of Pharmacy, 525 S. Main St, Ada, OH 45810, United States.
Objective: ACPE newly approved standards for PharmD programs (Standards 2025) indicates that colleges should maintain a student-to-faculty ratio of no greater than 10:1. This may have significant implications for colleges that are currently above the 10:1 ratio; yet, little published evidence exists for using 10:1 as the threshold for determining whether a college has sufficient faculty. This study examines the relationship of student-to-faculty ratio with NAPLEX first-attempt pass rate.
View Article and Find Full Text PDFPurpose: To compare predoctoral student performance in restorative dentistry related to curricular changes implemented in response to the COVID-19 pandemic and to evaluate the impact of remote education on performance in didactic and preclinical examinations and objective structured clinical examinations (OSCEs).
Materials And Methods: The study population consisted of 172 students, all members of the DMD graduating classes from 2017 to 2021. Scores in the Final Restorative Treatment (FRTx) course, subdivided into didactic and preclinical lab work, and the OSCEs were assessed and compared between pre-pandemic students and during-pandemic students.
J Educ Health Promot
June 2022
Department of Internal Medicine, Government Villupuram Medical College and Hospital, Villupuram, Tamil Nadu, India.
Background: In India, competency-based medical education (CBME) is gaining foothold to transform the medical student into a doctor fulfilling community and societal needs. With that end in view the teaching faculty are getting sensitized and trained by the National Faculty Development Program (FDP). We aimed to assess the awareness about FDP among teaching faculty in medical colleges and study the attitude and perceived barriers to implementation of CBME.
View Article and Find Full Text PDFNurse Educ Today
October 2021
Department of Fundamental Nursing, School of Nursing, Jilin University, Changchun 130021, People's Republic of China. Electronic address:
Background: The high student-to-faculty ratio is an obstacle in the reform of teaching methods in master's programmes of nursing education in China. Though Kim's study showed that team-based learning (TBL) can be implemented in high student-to-faculty ratio classes, it is still a challenge for students accustomed to the traditional didactic lecture (TDL) teaching method, and the lack of an inclusive design model has restricted the effective application of TBL.
Objective: To compare the effect of TBL on postgraduate nursing students with lecture-based teaching with small group discussion (LBTWSGD) and to clarify key factors to promote the effective application of TBL.
J Am Coll Emerg Physicians Open
December 2020
Objective: Despite procedural skills being recognized as an important component of medical school education, medical students are not confident in their ability to carry out a range of medical procedures. We conducted an institutional needs assessment and used the results to inform the creation of a procedure-based preclinical elective for first- and second-year students.
Methods: We surveyed second-, third-, and fourth-year medical students at Alpert Medical School as well as select program directors to guide selection of a list of procedures to be taught in the elective.
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