Flip Mastery Complete Website Flipping Course Exercise PhysiologistAnnual Meeting of the American Association of Colleges of Pharmacy National Harbor, Maryland, July 1. ADMINISTRATIVE SERVICESCompleted Research. A Determination of Admissions Policies Regarding Repeat Coursework in US Pharmacy Schools. Stephanie Demers, South Dakota State University, Travis A. Van Ede, Daniel J. Hansen, South Dakota State University, Jane R. Mort, South Dakota State University. Objectives: Analyze admission policies on grade point average (GPA) calculation related to repeat pre- pharmacy coursework in schools of pharmacy. Method: A list of active pharmacy schools (n=1. NABP website. Relevant demographics and admissions information was obtained from US pharmacy schools using the schools’ websites and telephone interviews. Eight schools were excluded from the study because they were direct- entry program (0- 6) or unable to be reached. Schools were examined based on how repeat courses were calculated in the overall GPA and analyzed based on demographic characteristics. Results: Overall, 5. US pharmacy schools (n=6. Pharm. CAS GPA, which includes all initial and repeat grades in the overall GPA. Of these schools, 1. Conversely, 4. 7. US schools (n=5. 5) do not use Pharm. Flip Mastery Complete Website Flipping Course Exercise PhysiologyCAS GPA and employ a variety of calculations. These calculations include 2. GPA calculations, 1 school that uses the first grade only, and 1 school that does not allow repeats. Schools in NABP districts 1- 3 were more likely to utilize the Pharm. CAS GPA (≥5. 0%) than schools in districts 4- 8. Implications: No overall trend was observed. Ethan Nichtern was 9 when The Princess Bride hit the big screen 30 years ago. He saw the film back then because of a family connection—Nichtern’s father was best. · 116th Annual Meeting of the American Association of Colleges of Pharmacy National Harbor, Maryland, July 11-15, 2015. A new study published on July 20 in Current Biology suggests that elephant seals are able to recognize the tone and rhythmic patterns of their rivals’ calls. You can learn anything. Expert-created content and resources for every subject and level. Always free. However, schools that do not exclusively use the Pharm. CAS GPA may have a more complete picture of each applicant due to the variety of reasons a student may repeat a course. Accessibility, Timeliness, and Accuracy of ACPE Required Program Disclosure Information on Doctor of Pharmacy Websites. Mark A. Gales, Southwestern Oklahoma State University, Donald K. Woodward, Rutgers, The State University of New Jersey. Objectives: To identify the location, ease of access, timeliness and accuracy of ACPE required program disclosure information for potential applicants. Method: Pharm. D. NAPLEX rates published on the NABP website were evaluated. Data was captured August 1. Accessibility was determined by website location and number of mouse clicks needed to identify and subsequently view the information. Timeliness was defined as the most recent year reported for on- time graduation rate, NAPLEX results, and reported measure(s) of student achievement. Accuracy was determined by comparing posted NAPLEX pass rates with NABP website data. Results: Websites of 1. The most frequently used sub- headings for the information were About (3. Program/Pharm. D. Mean required mouse clicks were 1. All the information was on a single webpage for 1. On- time graduation rates were reported for 2. NAPLEX pass rates were reported for 2. Measures of student achievement were reported for 2. NAPLEX pass rate accuracy was within 1% for 1. All ACPE required information was not readily identifiable for 6 programs. Implications: Inclusion of a last updated notation and more standardization in information reporting would increase utility to potential students. Building Community: The Case for a Transparent and Inclusive Website Redesign Process. Shannon R. Tucker, University of Maryland, Rebecca J. Ceraul, University of Maryland, Lisa Lebovitz, University of Maryland, Richard N. Dalby, University of Maryland. Objectives: The objective of this project was to redesign the School of Pharmacy website using an inclusive process where all members of the school community could contribute. Method: As the Internet has replaced paper- based marketing and catalog dissemination efforts, maintaining an engaging web presence that accurately represents the mission, vision and values of the school to its community at large is a challenging prospect as websites age. When faced with an aging website design and usability issues, the UMSOP embarked upon a website redesign process where community involvement and transparency were key. The multi- faceted process included (1) the development of an interdisciplinary team of faculty and staff, (2) the development of a user- research plan to inform design and development decisions in partnership with a consultant firm, (3) strategically timed community feedback sessions and (4) communication and governance plan. Results: While community involvement shaped the design and content appearing on the UMSOP website, the main outcome of this project was in the area of web governance. Committee and community recommendations established the need for a full- time web content editor to maintain, curate and write web- based content increasing the visibility of projects and initiatives within the school. Implications: Engaging the entire school community in the development of a web presence can improve alignment between a school’s physical and virtual operations. Computer- Assisted Student Admissions Based on Predicted Academic Performance. Eugene Muratov, University of North Carolina at Chapel Hill, Margaret Lewis, University of North Carolina at Chapel Hill, Denis Fourches, North Carolina State University, Alexander Tropsha, University of North Carolina at Chapel Hill, Wendy C. Cox, University of North Carolina at Chapel Hill. Objectives: To enhance the admissions process by developing a series of predictive computational models for accurately forecasting the academic performance of students in the didactic- rich portion of a doctor of pharmacy (Pharm. D) curriculum. Method: All Pharm. D candidates (1,9. Pharm. D program with a Pharm. D GPA > 3; and 2) the remaining candidates. The Random Forest machine learning technique was used in combination with eleven pre- admission parameters (the undergraduate and graduate grade point average, undergraduate GPA, Pharmacy College Admission Test composite score and subscores, presence of a four- year degree, college major, and selectivity index of undergraduate university attended) to predict the above student group assignment based on pre- admission data. Results: When all candidates were combined in a single dataset, the model did not pass the external validation. However, this issue was rectified by dividing candidates based on their residency status. Developed models predicted candidates who graduated with high (Pharm. D GPA> 3. 8) or low (Pharm. D GPA< 3) academic performance with the overall accuracy of 7. These multivariate models were superior in the accuracy of predicting marginal groups to those obtained using only undergraduate GPA and composite PCAT scores. Implications: Models developed in this study can be used to improve the admissions process by acting as preliminary filters to quickly identify candidates likely to be successful in the didactic- rich portion of the Pharm. D curriculum. As a result, more time can be spent evaluating candidates’ non- cognitive attributes and their overall fit for the program. Evaluation of Student Expectations in a Distance Education Pharm. D Degree Pathway. Sarah A. Treadway, Lake Erie College of Osteopathic Medicine - Bradenton, Katherine M. Tromp, Lake Erie College of Osteopathic Medicine, Nina Pavuluri, Lake Erie College of Osteopathic Medicine, Mitchelle Rodriguez, Lake Erie College of Osteopathic Medicine - Bradenton, Hershey S. Bell, Lake Erie College of Osteopathic Medicine. Objectives: Lake Erie College of Osteopathic Medicine (LECOM) School of Pharmacy (SOP) enrolled its inaugural class of twenty four students for the distance education (DE) pathway in August 2. The DE pathway is a four- year program similar to the traditional program at LECOM, except that the majority of the didactic curriculum is delivered online via asynchronous lectures. Supplemental live instruction includes synchronous sessions throughout the school year and live activities on the Bradenton, Florida campus during the summer. As the pathway is new, and only the second to be offered in the US, student expectations were evaluated. Method: Following matriculation into the pathway, all students completed a 1. Baseline characteristics and student perceptions of ability to succeed also were evaluated. Results: Fifty nine percent of the class (n=1. All students agreed/strongly agreed that they expected the DE pathway to be as rigorous as the traditional pathway, and all strongly agreed that they expected the program to provide opportunities for active learning. Bib. Me: Free Bibliography & Citation Maker. Select style& search. Select style & search. 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