(197) The Relationship Between Learning and Study Strategies Inventory (LASSI) and Academic Performance in Pharmacy School

Objective : Examine the relationship between Learning and Study Strategies Inventory (LASSI) scores and academic performance in pharmacy education.

Methods: LASSI, a 10-scale assessment of students’ awareness and use of different learning and study strategies, was administered to students during professional year one (P1) orientation and again at the end of P1 year. Student’s t-test was performed to assess differences between LASSI scores on the first and second administration. Spearman correlations were performed to measure the strength of the relationship between LASSI scores and internal and external academic performance measures. p< 0.05 was considered significant.

Results: Over three years, 248 and 212 students completed LASSI at the beginning and end of P1 year, respectively. A significant decrease in four LASSI scale scores (Attitude, Concentration, Self-testing, and Study Aids) was observed between the beginning and end of the P1 year. Furthermore, there were significant correlations between P1, P2, P3, and P4 GPAs and end-of-P1 LASSI scores on seven scales (Information Processing, Selecting Main Idea, Test Strategies, Anxiety, Motivation, Concentration, and Time Management). NAPLEX Areas 1 and 2 scores were also significantly correlated with four end-of-P1 LASSI scales (Information Processing, Selecting Main Idea, Test Strategies, and Anxiety).

Conclusions: Assessing pharmacy students’ awareness of learning and study strategies is more meaningful at the end of the P1 year than before starting the professional pharmacy program. Four LASSI scales (Information Processing, Selecting Main Idea, Test Strategies, and Anxiety) are associated with both GPA and NAPLEX performance. Further research is needed to explore the impact of targeted academic support designed based on LASSI results to enhance student performance.