Performance in Physical Examination Skills Course As a Predictor of Studentsʼ Risk for Attrition

Abstract

Purpose: To evaluate how student performance in courses on physical examination (PE) skills may be utilized as an early indicator of students at risk for attrition. Early identification of at-risk students may provide educators with an opportunity to employ interventions designed to reduce attrition. Method: Student performance in a PE skills course was analyzed as a predictor of attrition for 3 separate PA classes at the same institution, classes 1999-2001. Other prematriculation variables such as GPA, ethnicity, age, and education were also analyzed with respect to attrition. A predictive model of attrition was analyzed with performance in the PE skills course as a predictor and attrition as the response variable. Results: Students in the attrition group scored significantly lower on 2 practical examinations as well as the final practical examination. However, there was no difference in performance between the 2 groups on the written examination. Logistic regression analysis revealed that performance on the practical examinations reliably identified students who were at high risk for experiencing academic difficulty and attrition. Discussion: This study found an inverse relationship between performance in PE skills and student attrition and suggests that student performance that is evaluated through practical examinations as opposed to written examinations is most predictive of students at risk for experiencing academic difficulties in their PA education. It is possible this may be a result of the higher level of information processing needed to learn and apply PE skills. The authors recommend that further research be performed across multiple PA programs.