An alternative route is via Access to Science courses designed for students who do not have traditional university entry requirements. The purpose of this research was to examine the MPharm admissions criteria and student progression to identify variables that maybe indicative of degree success. Four datasets corresponding to four concurrent years of admissions to the MPharm programme were examined (N = 381); Cohort 1 (N = 70), Cohort 2 (N = 107), Cohort 3 (N = 83) and Cohort 4 (N = 121). These cohorts were followed through their degree programme and data were captured both prior to admission (via UCAS forms) and during their studies (via academic records) including: age, gender,

nationality, Epacadostat chemical structure prior qualifications, GCSE and A-level subjects and grades, years on the MPharm course, module and end of year results. All data were coded and entered IBM SPSS Statistics (version 17). Data cleaning was undertaken to ensure consistency between variables and coding regularity. Each cohort was analysed separately and in combination to enable both inter- and intra-cohort exploration. Data were examined using independent sample t-tests, one-way ANOVA, chi-square and Kruskal-Wallis tests. Statistical significance was set at p < 0.05 for all tests. Students who achieved an ‘A’ grade at A-level chemistry were significantly more likely to attain a better degree classification (p = 0.005). Students with A-level

mathematics or biology showed no difference in degree attainment. No learn more advantage in final degree attainment was seen with students having A-levels in chemistry, biology and maths, compared to those with alternative A-level combinations. Students with prior degrees had no advantage over those with A-levels or those entering through the Access Course. Students going straight to university with A-levels were significantly different (p = 0.001) from those on the Access course, with a final degree percentage of 61.8 ± 5 compared to 57.7 ± 5 respectively. An

examination of factors predisposing students towards success or failure in their degree can help improve the Farnesyltransferase MPharm admissions process. There was a trend linking A-level grades, but not A-level choices, with degree classification, suggesting A-level grades are a good predictor of academic success, particularly in the first year of the programme. However this trend lessened after year one, suggesting the structure of the first year allowed students to improve their weaker areas. There was a significant difference between the degree classification of Access to Science students and A-level students. Further work is required to ascertain the additional needs of Access students to help them through the degree programme, and how they access the many support resources already in place within the college. The main limitation of the study was missing data in the admission records, which led to reduced sample sizes and possibly skewed results.