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Research ArticleBRIEF

Intersession Remediation to Minimize Attrition in a Three-Year Pharmacy Program

Emily R. Esposito, Emma C. Palmer, Amber R. Douglass, Daniel R. Malcom, Arthur G. Cox, Sarah E. Raake and Kimberly K. Daugherty
American Journal of Pharmaceutical Education November 2019, 83 (9) 7326; DOI: https://doi.org/10.5688/ajpe7326
Emily R. Esposito
aSullivan University College of Pharmacy and Health Sciences, Louisville, Kentucky
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Emma C. Palmer
aSullivan University College of Pharmacy and Health Sciences, Louisville, Kentucky
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Amber R. Douglass
bVA Tennessee Valley Healthcare System, Nashville, Tennessee
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Daniel R. Malcom
aSullivan University College of Pharmacy and Health Sciences, Louisville, Kentucky
cAssociate Editor, , Arlington, Virginia
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Arthur G. Cox
aSullivan University College of Pharmacy and Health Sciences, Louisville, Kentucky
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Sarah E. Raake
aSullivan University College of Pharmacy and Health Sciences, Louisville, Kentucky
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Kimberly K. Daugherty
aSullivan University College of Pharmacy and Health Sciences, Louisville, Kentucky
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    Figure 1.

    Institutional Policies for Course Remediation Qualification

  • a SU COPHS does not award “D” letter grades. Any score <69.5 is considered an “F.”

  • b Students who score >59.5% but <69.5% overall in a course are eligible for remediation after discussion by the progression committee.

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American Journal of Pharmaceutical Education
Vol. 83, Issue 9
1 Nov 2019
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Intersession Remediation to Minimize Attrition in a Three-Year Pharmacy Program
Emily R. Esposito, Emma C. Palmer, Amber R. Douglass, Daniel R. Malcom, Arthur G. Cox, Sarah E. Raake, Kimberly K. Daugherty
American Journal of Pharmaceutical Education Nov 2019, 83 (9) 7326; DOI: 10.5688/ajpe7326

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Intersession Remediation to Minimize Attrition in a Three-Year Pharmacy Program
Emily R. Esposito, Emma C. Palmer, Amber R. Douglass, Daniel R. Malcom, Arthur G. Cox, Sarah E. Raake, Kimberly K. Daugherty
American Journal of Pharmaceutical Education Nov 2019, 83 (9) 7326; DOI: 10.5688/ajpe7326
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  • Predictors of Academic Success in a Nontraditional Doctor of Pharmacy Degree Program at a Historically Black College and University
  • Student Performance on Graded Versus Ungraded Readiness Assurance Tests in a Team-Based Learning Elective
  • Evaluating Pharmacy Faculty’s Awareness of Teaching and Learning Myths and Misconceptions
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Keywords

  • remediation
  • accelerated program
  • pharmacy education
  • attrition
  • progression

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