An individualized approach to student progression at a school of pharmacy

Objective To describe the individualized student progression process at a school of pharmacy (SOP) and to provide outcomes after nine semesters. Materials and methods The Student Progress Committee (SPC) gathers information related to students placed on academic probation including interviews with students. The committee reports their findings and recommendations to the Associate Dean of Academic Affairs. Students’ reasons for placement on probation were reviewed for themes. Of the students in the bottom quartile for admissions variables, those placed on academic probation were compared with those never placed on academic probation. Results The SOP matriculated five classes from fall 2010 to fall 2014 for a total of 430 students and 1966 student-semesters. A total of 68 students (15.9%) came before the SPC for a total of 90 student-semesters (4.6%) on academic probation. Of those students, 13 (19.1%) met with the committee twice and four (5.9%) came before the committee three times. More than 10% of students provided these reasons for course failure: lack of self-advocacy, complications with course expectations/delivery, studying process issues, difficulty in relationships outside school, excessive work/outside obligations, and challenges with exam taking. Nearly one in four students in the bottom performing quartile for admission variables across all cohorts spent time on academic probation. Conclusion While students on probation may be less academically inclined at admission, many students cite non-academic reasons for course failure. This supports an individualized approach for students on academic probation. This approach helps the school offer the student an opportunity for success and holds the student accountable for their performance.