Impact of time allocation practices on academic outcomes for students from a 2-campus pharmacy school.

ABSTRACT

OBJECTIVE: To assess how students from 2 campuses spent their time during P1-P3 (first through third) years, and whether that time allocation impacted their APPE grades and NAPLEX performance. METHODS: Data from 2 graduating classes were gathered, including baseline student demographics, academic performance, licensing examination scores and pass rates, and an annual internal student survey. For the survey, students were asked how much time they spent each week on class attendance, watching recorded lectures, studying and course-related activities, school-sponsored extracurricular activities, and work. Data was analyzed by campus for the 3 years (P1-P3) and then evaluated separately as individual academic years. RESULTS: There were statistical differences between campuses in attending class, watching recorded lectures, and participating in school activities. However, there was no statistical difference between the 2 campuses in APPE grades, NAPLEX scores, or pass rates. CONCLUSION: How students from these 2 campuses spent their time during pharmacy school was not predictive of academic success.