Purpose The study investigates the efficacy of new features introduced to the selection process for medical school at the University of New South Wales, Australia: (1) considering the relative ranks rather than scores of the Undergraduate Medicine and Health Sciences Admission Test and Australian Tertiary Admission Rank; (2) structured interview focusing on interpersonal interaction and concerns should the applicants become students; and (3) embracing interviewers’ diverse perspectives.
Methods Data from 5 cohorts of students were analyzed, comparing outcomes of the second year in the medicine program of 4 cohorts of the old selection process and 1 of the new process. The main analysis comprised multiple linear regression models for predicting academic, clinical, and professional outcomes, by section tools and demographic variables.
Results Selection interview marks from the new interview (512 applicants, 2 interviewers each) were analyzed for inter-rater reliability, which identified a high level of agreement (kappa=0.639). No such analysis was possible for the old interview since it required interviewers to reach a consensus. Multivariate linear regression models utilizing outcomes for 5 cohorts (N=905) revealed that the new selection process was much more effective in predicting academic and clinical achievement in the program (R2=9.4%–17.8% vs. R2=1.5%–8.4%).
Conclusion The results suggest that the medical student selection process can be significantly enhanced by employing a non-compensatory selection algorithm; and using a structured interview focusing on interpersonal interaction and concerns should the applicants become students; as well as embracing interviewers’ diverse perspectives.
Purpose The primary aim of this study was to develop a survey addressing an individual’s non-cognitive traits, such as emotional intelligence, interpersonal skills, social intelligence, psychological flexibility, and grit. Such a tool would provide beneficial information for the continued development of admissions standards and would help better capture the full breadth of experience and capabilities of applicants applying to doctor of physical therapy (DPT) programs.
Methods This was a cross-sectional survey study involving learners in DPT programs at 3 academic institutions in the United States. A survey was developed based on established non-proprietary, non-cognitive measures affiliated with success and resilience. The survey was assessed for face validity, and exploratory factor analysis (EFA) was used to identify subgroups of factors based on responses to the items.
Results A total of 298 participants (90.3%) completed all elements of the survey. EFA yielded 39 items for dimensional assessment with regression coefficients < 0.4. Within the 39 items, 3 latent constructs were identified: adaptability (16 items), intuitiveness (12 items), and engagement (11 items).
Conclusion This preliminary non-cognitive assessment survey will be able to play a valuable role in DPT admissions decisions following further examination and refinement.
Citations
Citations to this article as recorded by
A Systematic Review of Variables Used in Physical Therapist Education Program Admissions Part 2: Noncognitive Variables Andrea N. Bowens Journal of Physical Therapy Education.2024;[Epub] CrossRef
Predictors of Success on the National Physical Therapy Examination in 2 US Accelerated-Hybrid Doctor of Physical Therapy Programs Breanna Reynolds, Casey Unverzagt, Alex Koszalinski, Roberta Gatlin, Jill Seale, Kendra Gagnon, Kareaion Eaton, Shane L. Koppenhaver Journal of Physical Therapy Education.2022; 36(3): 225. CrossRef
Grit, Resilience, Mindset, and Academic Success in Physical Therapist Students: A Cross-Sectional, Multicenter Study Marlena Calo, Belinda Judd, Lucy Chipchase, Felicity Blackstock, Casey L Peiris Physical Therapy.2022;[Epub] CrossRef
Predicting graduate student performance – A case study Jinghua Nie, Ashrafee Hossain Journal of Further and Higher Education.2021; 45(4): 524. CrossRef
Examining Demographic and Preadmission Factors Predictive of First Year and Overall Program Success in a Public Physical Therapist Education Program Katy Mitchell, Jennifer Ellison, Elke Schaumberg, Peggy Gleeson, Christina Bickley, Anna Naiki, Severin Travis Journal of Physical Therapy Education.2021; 35(3): 203. CrossRef
Doctor of Physical Therapy Student Grit as a Predictor of Academic Success: A Pilot Study Rebecca Bliss, Erin Jacobson Health Professions Education.2020; 6(4): 522. CrossRef
Personality-oriented job analysis to identify non-cognitive factors predictive of performance in a doctor of physical therapy program in the United States Maureen Conard, Kristin Schweizer Journal of Educational Evaluation for Health Professions.2018; 15: 34. CrossRef
Purpose The situational judgment test (SJT) shows promise for assessing the non-cognitive skills of medical school applicants, but has only been used in Europe. Since the admissions processes and education levels of applicants to medical school are different in the United States and in Europe, it is necessary to obtain validity evidence of the SJT based on a sample of United States applicants. Methods: Ninety SJT items were developed and Kane’s validity framework was used to create a test blueprint. A total of 489 applicants selected for assessment/interview day at the University of Utah School of Medicine during the 2014-2015 admissions cycle completed one of five SJTs, which assessed professionalism, coping with pressure, communication, patient focus, and teamwork. Item difficulty, each item’s discrimination index, internal consistency, and the categorization of items by two experts were used to create the test blueprint. Results: The majority of item scores were within an acceptable range of difficulty, as measured by the difficulty index (0.50-0.85) and had fair to good discrimination. However, internal consistency was low for each domain, and 63% of items appeared to assess multiple domains. The concordance of categorization between the two educational experts ranged from 24% to 76% across the five domains. Conclusion: The results of this study will help medical school admissions departments determine how to begin constructing a SJT. Further testing with a more representative sample is needed to determine if the SJT is a useful assessment tool for measuring the non-cognitive skills of medical school applicants.
Citations
Citations to this article as recorded by
New Advances in Physician Assistant Admissions: The History of Situational Judgement Tests and the Development of CASPer Shalon R. Buchs, M. Jane McDaniel Journal of Physician Assistant Education.2021; 32(2): 87. CrossRef
The association between Situational Judgement Test (SJT) scores and professionalism concerns in undergraduate medical education Gurvinder S. Sahota, Jaspal S. Taggar Medical Teacher.2020; 42(8): 937. CrossRef
Exploring Behavioral Competencies for Effective Medical Practice in Nigeria Adanna Chukwuma, Uche Obi, Ifunanya Agu, Chinyere Mbachu Journal of Medical Education and Curricular Development.2020; 7: 238212052097823. CrossRef
Situational judgment test validity: an exploratory model of the participant response process using cognitive and think-aloud interviews Michael D. Wolcott, Nikki G. Lobczowski, Jacqueline M. Zeeman, Jacqueline E. McLaughlin BMC Medical Education.2020;[Epub] CrossRef
Computerized test versus personal interview as admission methods for graduate nursing studies: A retrospective cohort study Koren Hazut, Pnina Romem, Smadar Malkin, Ilana Livshiz‐Riven Nursing & Health Sciences.2016; 18(4): 503. CrossRef
We compared and contrasted physician assistant and physical therapy profession admissions processes based on the similar number of accredited programs in the United States and the co-existence of many programs in the same school of health professions, because both professions conduct similar centralized application procedures administered by the same organization. Many studies are critical of the fallibility and inadequate scientific rigor of the high-stakes nature of health professions admissions decisions, yet typical admission processes remain very similar. Cognitive variables, most notably undergraduate grade point averages, have been shown to be the best predictors of academic achievement in the health professions. The variability of non-cognitive attributes assessed and the methods used to measure them have come under increasing scrutiny in the literature. The variance in health professions students’ performance in the classroom and on certifying examinations remains unexplained, and cognitive considerations vary considerably between and among programs that describe them. One uncertainty resulting from this review is whether or not desired candidate attributes highly sought after by individual programs are more student-centered or graduate-centered. Based on the findings from the literature, we suggest that student success in the classroom versus the clinic is based on a different set of variables. Given the range of positions and general lack of reliability and validity in studies of non-cognitive admissions attributes, we think that health professions admissions processes remain imperfect works in progress.
Citations
Citations to this article as recorded by
TESOT: a teaching modality targeting the learning obstacles in global medical education Xiaoran Wang, Xiao-Yu Liu, Shuwei Jia, Runsheng Jiao, Yunhong Zhang, Liyong Tang, Xiaoli Ni, Hui Zhu, Fengmin Zhang, Vladimir Parpura, Yu-Feng Wang Advances in Physiology Education.2021; 45(2): 333. CrossRef
Examining Demographic and Preadmission Factors Predictive of First Year and Overall Program Success in a Public Physical Therapist Education Program Katy Mitchell, Jennifer Ellison, Elke Schaumberg, Peggy Gleeson, Christina Bickley, Anna Naiki, Severin Travis Journal of Physical Therapy Education.2021; 35(3): 203. CrossRef
Effect of Repeating Undergraduate Prerequisite Courses on Academic Performance in Doctor of Physical Therapy Program Richard C. Clark, Yi-Po Chiu Journal of Physical Therapy Education.2019; 33(1): 49. CrossRef
Current Practices and Perceptions of Admission Criteria at Physical Therapist Education Programs in the United States Katy Mitchell, Jennifer Ellison, Peggy Gleeson Journal of Physical Therapy Education.2019; 33(1): 55. CrossRef
Preadmission predictors of graduation success from a physical therapy education program in the United States Gretchen Roman, Matthew Paul Buman Journal of Educational Evaluation for Health Professions.2019; 16: 5. CrossRef
Using the Core Competencies for New Physician Assistant Graduates to Prioritize Admission Criteria for PA Practice in 2025 Constance Goldgar, Karen J. Hills, Stephane P. VanderMeulen, Jennifer A. Snyder, William C. Kohlhepp, Steven Lane Journal of Physician Assistant Education.2019; 30(2): 111. CrossRef
Noncognitive Attributes in Physician Assistant Education Anthony E. Brenneman, Constance Goldgar, Karen J. Hills, Jennifer H. Snyder, Stephane P. VanderMeulen, Steven Lane Journal of Physician Assistant Education.2018; 29(1): 25. CrossRef
Identifying Demographic and Preadmission Factors Predictive of Success on the National Physical Therapy Licensure Examination for Graduates of a Public Physical Therapist Education Program Bryan Coleman-Salgado, Edward Barakatt Journal of Physical Therapy Education.2018; 32(1): 8. CrossRef
Relying solely on measures of intellectual aptitude and academic performance in university admissions can be disadvantageous to underprivileged students. The Fiji School of Medicine primarily uses such measures to evaluate and select student applicants, and the introduction of supplementary assessments could provide better access for students from disadvantaged backgrounds. This study examined the need for supplementary assessments in the admission process, types of additional assessments needed, and stakeholders??views on a multi-entry multi-exit strategy currently in use at the Fiji School of Medicine. A survey of the key stakeholders was conducted in February and March 2012 using closed and open ended questionnaire. One hundred and twenty-two validated questionnaires were self-administered by key stakeholders from the College of Medicine, Nursing and Health Sciences (CMNHS) and Fiji Ministries of Education and Health, with a response rate of 61%. Returned questionnaires were analysed quantitatively and qualitatively. Sixty-five percent of respondents supported the introduction of supplementary assessments, 49% favoured admissions test, and 16% preferred assessing non-academic factors. Many respondents supported the School?占퐏 multi-entry multi-exit strategy as a ?占퐂ood policy??that provided ?占퐀lexibility??and opportunity for students, but should be better regulated. These findings demonstrate the need for supplementary assessments in the selection process and for continued support for the use of multi-entry multi-exit strategy at the school.
Citations
Citations to this article as recorded by
Identification of the components for investigation of the psychological strength of nursing applicants: A qualitative study Farzaneh Bagheriyeh, Akram Ghahramanian, Leila Valizadeh, Vahid Zamanzadeh, Geoffrey Dickens Nursing Open.2022; 9(6): 2618. CrossRef
A scoping review of admission criteria and selection methods in nursing education Vahid Zamanzadeh, Akram Ghahramanian, Leila Valizadeh, Farzaneh Bagheriyeh, Marita Lynagh BMC Nursing.2020;[Epub] CrossRef
The New Era of : What Should Be Prepared to Be a Top Journal in the Category of Gastroenterology and Hepatology Sun Huh Journal of Neurogastroenterology and Motility.2013; 19(4): 419. CrossRef
We tried to develop itemized evaluation criteria and a clinical rater qualification system through rating training of inter-rater consistency for experienced clinical dental hygienists and dental hygiene clinical educators. A total of 15 clinical dental hygienists with 1-year careers participated as clinical examination candidates, while 5 dental hygienists with 3-year educations and clinical careers or longer participated as clinical raters. They all took the clinical examination as examinees. The results were compared, and the consistency of competence was measured. The comparison of clinical competence between candidates and clinical raters showed that the candidate group?占퐏 mean clinical competence ranged from 2.96 to 3.55 on a 5-point system in a total of 3 instruments (Probe, Explorer, Curet), while the clinical rater group?占퐏 mean clinical competence ranged from 4.05 to 4.29. There was a higher inter-rater consistency after education of raters in the following 4 items: Probe, Explorer, Curet, and insertion on distal surface. The mean score distribution of clinical raters ranged from 75% to 100%, which was more uniform in the competence to detect an artificial calculus than that of candidates (25% to 100%). According to the above results, there was a necessity in the operating clinical rater qualification system for comprehensive dental hygiene clinicians. Furthermore, in order to execute the clinical rater qualification system, it will be necessary to keep conducting a series of studies on educational content, time, frequency, and educator level.
The goal of accreditation is to ensure that the education provided by an institution of higher education meets an acceptable level of quality. This study developed standards and criteria for accreditation of baccalaureate nursing education programs, by comparing accreditation in South Korea and in the United States, and validating standards and criteria. A main comparative analysis was made between Nursing League for Nursing Accrediting Commission (NLNAC) standards, Commission on Collegiate Nursing Education (CCNE) standards for accreditation of baccalaureate nursing education programs, and Korean Accreditation Board of Nursing standards for accreditation of nursing education programs. The research team developed and validated standards and criteria for South Korean baccalaureate nursing education programs. Using the results of the analysis, revisions are proposed to standards for accreditation of baccalaureate nursing education programs, and categorized into 24 criteria and six domains: mission and governance, curriculum and teaching-learning practices, students, faculty, resources, effectiveness. Further studies are required to refine the standards and criteria and make them sophisticated enough to be applied globally.
Citations
Citations to this article as recorded by
Development and Psychometric Testing of a Self-Rated Scale Based on National Nursing Core Competency Standards Al D. Biag, Vanessa L. Belen Journal of Nursing Measurement.2022; 30(1): 75. CrossRef
The Positive Effects of Accreditation on Graduate Medical Education Programs in Singapore Kathleen D. Holt, Rebecca S. Miller, Lauren M. Byrne, Susan H. Day Journal of Graduate Medical Education.2019; 11(4s): 213. CrossRef
Analysis of Survey of Interdisciplinary Unification of Biomedical Laboratory Science Hong Sung Kim, Ji-Hyuk Kang, Man-Gil Yang, Chang-Eun Park, Kyung-A Shin, Pil Seung Kwon The Korean Journal of Clinical Laboratory Science.2018; 50(3): 289. CrossRef
Development and Evaluation of Korean Nurses’ Core Competency Scale (KNCCS) Won-Hee Lee, Sanghee Kim, Jihyoun An Open Journal of Nursing.2017; 07(05): 599. CrossRef
Direction of the Community Health Nursing Practice Education Focusing on the Nursing Education Accreditation Criteria Kyung Ja June, Young Ran Chin, Hee Girl Kim, Chun Mi Kim, Yeon Yi Song, Souk Young Kim, Hanju Lee, Ihn Sook Jeong, Ki Soon Seo, Kyung Won Choi Journal of Korean Academy of Community Health Nursing.2016; 27(2): 183. CrossRef
A study on Korean nursing students' educational outcomes Kasil Oh, Yang Heui Ahn, Hyang-Yeon Lee, Sook-Ja Lee, In-Ja Kim, Kyung-Sook Choi, Myung-Sook Ko Journal of Educational Evaluation for Health Professions.2011; 8: 3. CrossRef
Faculty Perceptions of the Improvement and Effort for the Achievement of Quality in Nursing Education through Accreditation in Baccalaureate Nursing Programs Kon Hee Kim Korean Medical Education Review.2011; 13(2): 59. CrossRef