Seeking Remedies for Inequitable Outcomes Through Regression Analysis of a Pharmacotherapy Course

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Abstract

Understanding learning disparities in classrooms is a constant driving question for instructors. This study uses a stepwise regression analysis to identify how variables both internal and external to the classroom impact final course outcomes. Results from one cohort of a pharmacotherapy class (N=57) are examined using sense of belonging, undergraduate GPA at time of program admission, progression committee attendance, co-curricular hours per month, attending office hours, using lecture capture videos, average formative quiz scores, and triggering the early warning policy. Results suggest that instructors should pay attention to fostering a sense of belonging within a classroom and external factors to the classroom matter at least as much in determining final course grades as what happens in the classroom.

Authors

• Casey Gallimore, University of Wisconsin - Madison

• Beth Janetski, University of Wisconsin - Madison