Impact of mathematical attitudes and growth mindset on pharmaceutical calculations exam performance

OBJECTIVE: Pharmacy calculations are a crucial skill set in patient care. In an effort to improve best practices in teaching, identifying student cognitive abilities may impact their performance is critical in identifying students needing additional support to reach competency in this area. This study sought to examine the relationship between growth mindset and math confidence on pharmacy student performance on a comprehensive, must-pass pharmaceutical calculations exam. METHODS: This study was conducted in fall semesters between 2022 and 2024. 212 PharmD students completed the Dweck Mindset Instrument and an Attitudes in Mathematics scale prior to, and after, participation in a required pharmaceutical calculations course. At the end of the course, students took a comprehensive, must-pass calculations exam. Student growth mindset and attitudes towards mathematics were compared to their results on the comprehensive calculations exam. RESULTS: There was no meaningful change in Growth Mindset or Mathematics Attitude from pre-course to post-course. There was a significant correlation of Mathematics Attitude with calculations exam performance, but there was no correlation between student growth mindset and exam performance. CONCLUSION: Student confidence regarding mathematics did directly correlate with their performance on the calculations exam. Student belief that they can generally improve their abilities and knowledge (growth mindset) did not have an association with their performance on a high-stakes, calculations exam. Further research is needed to determine if math performance impacts their feelings on the subject of mathematics, or if vice versa.