Dental Admission Test Scores Research Articles

Evaluating the use of HEIghten critical thinking assessment to monitor critical thinking in dental students.

Critical thinking and evidence-based dentistry are skills that dental students are required to demonstrate, but monitoring and quantifying progress can be challenging. This study is investigating whether the HEIghten critical thinking assessment (HCTA) could be used as a potential tool, both for use prior to admitting students, and to monitor whether the students' skills improve over their time at dental school. Freshman dental students (n=92) were given the HCTA during their first semester of dental school. Statistical analyses were then performed to examine the association of Dental Admission Test (DAT) scores (overall, perceptual ability, and total science) and Grade Point Average (GPA) (overall and science) on critical thinking scores (total, analytic, and synthetic). There was a significant positive association between GPA, DAT scores and critical thinking scores. Our results indicate that the HCTA may be a useful tool to enable monitoring of students analytical and synthetic skills throughout their time at dental school.

Unintended Demographic Bias in GPA/DAT-Based Pre-Admission Screening: An Argument for Holistic Admissions in Dental Schools.

Screening of applicants for admission to dental school often relies on metrics such as overall undergraduate grade point average (oGPA) and Dental Admission Test (DAT) scores to identify desirable prospective students. The aim of this study was to assess unintended selection bias that may be overlooked or mitigated with holistic review and the influence of metrics at one U.S. dental school. Descriptive range analysis of oGPA and science GPA (sGPA), DAT scores, and total experience hours was performed for the 2017-18 application cycle for all applicants, those who self-identified as underrepresented minorities (URM), non-traditional applicants (with postbaccalaureate or master's coursework), and socioeconomically disadvantaged (SED) applicants reporting low parental employment-occupation scores. The results showed that, in screening this school's applicant pool, metrics-based candidate selection would favor those candidates in the 80th percentile of GPA and DAT Academic Average (AA) scores. Unless mitigated by other screening factors, reliance on these metrics tended to favor majority, traditional, and non-URM SED applicants. These findings suggested that the new admitted class would likely have fewer dental experience and employment hours than in the overall applicant pool. Interestingly, more non-traditional, SED, and URM applicants could be considered if higher general employment and dental experience hours had more impact in the screening process. These results illustrate the importance of deliberately considering non-cognitive metrics and characteristics to admit a more diverse student body.

Noncognitive Indicators as Critical Predictors of Students’ Performance in Dental School

Dental educators have traditionally prioritized cognitive indicators (especially undergraduate grade point average and Dental Admission Test scores) in choosing students for admission to dental school. These indicators' role in predicting academic outcomes, including coursework and examination success, is well documented. However, noncognitive predictors including conscientiousness, self-discipline, achievement-striving, task orientation, deliberation, resilience, and situational judgment have also been identified. This study's aims were to assess the significance of noncognitive indicators measured by the version of the Neuroticism-Extraversion-Openness Personality Inventory (NEO PI) known as the NEO-PI-3, determine the place in the curriculum when these indicators' impact was most influential, and compare their influence with that of the cognitive indicators. Analysis was performed on stored data for three classes of dental students from admission through clinical exams at one U.S. dental school. Significant associations were found between NEO-PI-3 domains and facets (especially Conscientiousness) and the outcomes of coursework grades, standardized exam scores, and clinical behavior scores. Multiple regression analyses identified that the noncognitive indicators enhanced the prediction of students' academic and clinical performance early in the curriculum and then equaled or surpassed the predictive impact of cognitive indicators as they progressed through the curriculum sequence. The implications of noncognitive predictors for dental education are discussed including the challenge to identify and then weight the indicators, whether to include them as admissions criteria, how to assess their impact as compared with cognitive measures, the necessity of standardization of assessment, and if and when to evaluate their relevance to professional practice.

Correlation Between Students’ Dental Admission Test Scores and Performance on a Dental School's Competency Exam

The aim of this study was to investigate whether there was a statistically significant positive correlation between dental students' Dental Admission Test (DAT) scores, particularly on the Perceptual Ability Test (PAT), and their performance on a dental school's competency exam. Scores from the written and clinical competency exam administered in the fall quarter of the fourth year of the curriculum at Midwestern University College of Dental Medicine-Arizona were compared to DAT scores of all 216 members of the graduating classes of 2012 and 2013. It was hypothesized that students who performed highly on one or more sections of the DAT would perform highly on the competency exam. Backward stepwise regression analyses were used to analyze the data. The results showed that the PAT scores were most strongly correlated with the competency exam scores and were a positive predictor for all three clinical sections of the exam (operative dentistry, periodontics, and endodontics). Positive predictors for the written portion of the exam were total DAT score for patient assessment and treatment planning and the DAT reading comprehension score for prosthodontics; there were no predictors for periodontics. The total variance explained by the results ranged from 4% to 15%. While statistically significant relationships were found between the students' PAT scores and clinical performance, DAT scores explained relatively little variance in the competency exam scores. According to these findings, neither the PAT nor any of the DAT components contributed to predicting these students' clinical performance.

U.S. Dental School Applicants and Enrollees, 2014 Entering Class

This report analyzes data collected annually by the American Dental Education Association (ADEA) on the characteristics of applicants to and first-year enrollees in dental schools. Among the key findings this year are that, since 2010, there has been a gradual decline in the number of individuals taking the Dental Admission Test (DAT), while the number applying to dental schools has remained relatively flat. During the same five-year time period, the number of first-year dental students has continuously increased. The result is an increasing rate of enrollment among applicants. While the overwhelming majority of dental schools utilize some aspect of a holistic admissions process, the DAT scores and grade point averages of applicants and enrollees continue to rise. Unlike a decade ago, women now account for nearly half of all applicants and enrollees. At least part of the gain has come from a decline in the number of men applicants, rather than a change in the enrollment rate. Among underrepresented minorities, there remains a relatively low number of applicants and a lower than average enrollment rate. Overall, by analyzing data about individuals applying to and matriculating in dental schools, this report provides a window into the future dental workforce.

Effect of an Enrichment Program on DAT Scores of Potential Dental Students from Disadvantaged Backgrounds

The objectives of this study were to explore whether Dental Admission Test (DAT) training in an enrichment program for potential dental students increases the participants' Perceptual Achievement Test (PAT) and academic average (AA) scores and whether the length of the program and personal factors such as the number of disadvantages correlate with the DAT scores. Data were collected from 361 students in the summer enrichment program at one dental school between 1994 and 2011. Their baseline, midpoint, and end of program PAT and AA DAT scores were collected. Seventy students self-reported official scores. These students' PAT scores increased from 14.40 at baseline to 17.09 at midpoint to 17.84 at program end (p<0.001), and their AA scores increased from 13.53 to 14.09 to 15.12 (p<0.001). Their official scores were higher than the beginning scores (PAT: 14.42 vs. 16.15; p<0.001; AA: 13.61 vs. 16.23; p<0.001). The longer the program, the more the students improved their official scores (PAT: r=0.35; p=0.003; AA: r=0.24; p=0.044). The more disadvantages the students self-reported, the better their official test scores were (PAT: r=0.40; p<0.001; AA: r=0.43; p<0.001). This study found that the DAT training during summer enrichment programs for students from disadvantaged backgrounds led to significant improvements in their DAT scores. The longer the programs, the more the students improved; and the more disadvantages the students had, the more they benefitted.

Association Between Students’ Dental Admission Test Scores and Performance on Comprehensive Clinical Exams

This study examined the association between Dental Admission Test (DAT) scores and the comprehensive exams conducted at Harvard School of Dental Medicine. The authors hypothesized that students who scored high on the DAT would also perform well on the comprehensive examinations. Sixty-six students from the graduating classes of 2005 and 2006 were included. The outcome variable of interest was the final composite grade obtained by the students in the three comprehensive examinations. The main independent variable of interest was the individual component scores on the DAT. Multivariable logistic regression analysis using the maximum likelihood methods was used to examine the association between comprehensive exam grades and DAT scores. Effects of age, gender, and race/ethnicity were adjusted in the regression models. On the first comprehensive examination, seventeen students obtained an Honors grade, while thirteen did so on the second comprehensive examination and fifteen on the third comprehensive examination. None of the DAT component scores were significantly associated with Honors grades on the first comprehensive examination. On the second comprehensive examination, quantitative reasoning scores (OR=2.48, 95 percent CI=1.09-5.68, p=0.03) and total science scores (OR=14.17, 95 percent CI=1.89-106.80, p=0.01) were significantly associated with Honors grades. Reading comprehension score was associated with increased odds of obtaining Honors grade on the third comprehensive examination (OR=1.81, 95 percent CI=1.13-2.92, p=0.01). Students who scored well on the quantitative reasoning, total science, and reading comprehension sections of the DAT had higher odds of receiving an Honors grade on the second and third comprehensive examinations. These factors may be associated with the problem-solving/critical thinking components in the school's PBL curriculum.

Impact of a Novel Dental School Admission Test on Student Performance at Innsbruck Medical University, Austria

Since the year 2000, prospective dental students at Innsbruck Medical University, Innsbruck, Austria, have undergone both theoretical and practical preadmission exams, called the Dental Admission Test (DAT). The aim of this investigation was to assess the suitability and outcome of this selection practice. Five classes from 2001 to 2005 (N=97; forty-three female, fifty-four male) were retrospectively reviewed. DAT results were compared with student performance, gender, ability to graduate on time, and dropout rates. Furthermore, the influence of a previous medical degree was evaluated. The t-test was used to analyze correlations between the results of the DAT and the following: gender, students who graduated on time, and students who had previously completed a medical degree. Pearson's correlation coefficient (r) was applied to analyze correlations among test scores, age, and students' performance during the first clinical year. Students graduating on time were noted to have significantly better DAT results; students with a previous medical degree showed significantly better grades during their first clinical year. The difference between the performance of male and female applicants on the DAT was not significant. Correlation was found between DAT results and dental school performance (r=-0.462). We conclude that the DAT may reduce dropout rates by excluding applicants unlikely to be successful in practical courses and that DAT scores are a reliable tool to predict student performance during the first clinical year of dental school in Innsbruck.

U.S. Dental School Applicants and Enrollees, 2006 and 2007 Entering Classes

The number of applicants to dental schools in the United States continues to rise at a double-digit rate, 12 percent from 2005 to 2006 and 14 percent from 2006 to 2007. The number of applicants to the 2006 and 2007 years' entering classes of U.S. dental schools was 12,500 and 13,700, respectively. The number of first-time enrollees (4,600) in 2007 was the highest recorded since 1989. Men continue to comprise the majority of all applicants, 55 percent in 2006 and 53 percent in 2007. However, the percentage of women applicants to each school ranged from a third to more than half. Underrepresented minority (URM) applicants comprised 12 percent of the applicant pools in both 2006 and 2007. For the 2007 entering class, URM enrollees comprised 13 percent of enrollees. As in previous years, in 2007, the largest number of applicants and enrollees came from states that are among the largest in population in the United States: California, Texas, New York, and Florida. Grade point average and Dental Admission Test scores were the highest in more than a decade. More than three out of four of the 2007 first-time, first-year enrollees earned a baccalaureate degree either in biological/life or physical sciences or in health. Regardless of major field of study, the percent rates of enrollment generally exceeded 30 percent, though there were exceptions (e.g., engineering and education). The majority of enrollees to the 2007 entering classes were twenty-two or twenty-three years of age.

Creating an Evidence‐Based Admissions Formula for a New Dental School: University of Nevada, Las Vegas, School of Dental Medicine

This article reports development of an evidence-based admissions formula that effectively incorporates the admissions criteria most likely to influence dental school performance. This study utilized peer-reviewed literature and analysis of admissions and performance data from the first three classes of students at the University of Nevada, Las Vegas, School of Dental Medicine (UNLV-SDM). We used Pearson's correlation, linear regression, and ANOVA to determine the strength and direction of association between admissions variables, both singly and in combination, and performance measures. Our initial results revealed no significant relationship between our previous admissions formula, which was adapted from other dental admissions offices, and student performance for our first class and National Board Dental Examination Part I (NBDE-I) (R=.288) or dental school grade point average (DS-GPA) (R=0.193). After using the combined data from the first three classes of students at UNLV-SDM, we confirmed no significant relationship between our previous admissions formula and DS-GPA (R=0.207) and a slight increase in correlation to NBDE-I (R=0.303). More detailed analysis of the admissions variables within the formula revealed that some Dental Admission Test scores, such as Reading Comprehension, Quantitative Analysis, and Biology, were significantly correlated with dental school performance at UNLV-SDM, allowing for revision of the admissions formula to a formula score that is now significantly correlated with student performance for the first class to NBDE-I (R=0.458) and DS-GPA (R=0.368), as well as the combined data from the first three cohorts at UNLV-SDM (R=0.361, 0.218, respectively). In addition, this reformulation did not significantly impact the overall ranking of females or minorities. Although formulaic data can never perfectly predict student performance, this study demonstrated that constant review and revision of relevant admissions criteria are needed for each school to maintain an evidence-based admissions program that provides for fair and effective comparison of student admissions data.

Dental Admission Test Scores and Performance on NBDE Part I, Revisited

The purpose of this study was to examine the relationship between performance on the Dental Admission Test (DAT) and Part I of the National Board Dental Examination (NBDE Part I) for students at the Harvard School of Dental Medicine (HSDM). This study was a retrospective cohort study, examining HSDM students over an eight-year period. Data regarding DAT and NBDE Part I scores were obtained from the Office of the Registrar. Descriptive statistics were computed for all study variables. Multiple linear regression analyses were subsequently computed to examine the relationship between DAT subtest scores and performance on NBDE Part I subtests. Goodness of fit for the models was evaluated using the R-squared value. Statistically significant associations were those with p-value =0.05. Data were available for 244 students who matriculated at HSDM during the period of 1995-2002. DAT reading comprehension scores were statistically significantly associated with performance on all four subsections of the NBDE Part I. DAT general and organic chemistry scores were associated with performance on the microbiology and pathology subtest of NBDE Part I. Performance on the perceptual ability test was associated with performance on the dental anatomy and occlusion subtest. Performance on the DAT reading comprehension subtest was the most reliable predictor of performance on the NBDE Part I. However, the variability in NBDE Part I scores is not accounted for significantly by variability in DAT scores.

The Impact of Gender on High‐Stakes Dental Evaluations

The purpose of this study was to determine whether gender affects high-stakestest performance among dental students. Our sample consisted of 128 women and 323 men from six consecutive dental classes for which we recorded AADSAS overall and science predental GPAs; Dental Admission Test (DAT) scores; National Board Dental Examination (NBDE) I and II scores and pass/fail status; North East Regional Board of Dental Examiners (NERB) pass/fail status; and cumulative GPAs following the spring quarter of year two and summer quarter of year four of dental school. DAT scores, when controlled for previous academic performance, revealed that men significantly outperformed women in all areas except reading comprehension and biology, where the women's scores significantly exceeded the men's and were comparable, respectively. NBDE I results favored men and approached significance (p = 0.066), while for Part II men significantly outscored women. NBDE I and II and NERB pass rates showed no significant differences. These board results were also controlled for previous academic performance. Although we found that differences existed between genders, which appear to be the ramification of the classic high-stakes dilemma (women do as well as men in the classroom and on course-related tests, but less well on gatekeeper board exams), the context mitigates their operational effects. DAT differences are likely reduced by most admissions processes, but may be problematic when selected predictive algorithms are used. Practically, the NBDE I and II results are unlikely to meaningfully influence women's academic progress in dental school or postgraduate education admissions due to their magnitude and timing.

Are Traditional Cognitive Tests Useful in Predicting Clinical Success?

The purpose of this research was to determine the predictive value of the Dental Admission Test (DAT) for clinical success using Ackerman's theory of ability determinants of skilled performance. The Ackerman theory is a valid, reliable schema in the applied psychology literature used to predict complex skill acquisition. Inconsistent stimulus-response skill acquisition depends primarily on determinants of cognitive ability. Consistent information-processing tasks have been described as "automatic," in which stimuli and responses are mapped in a manner that allows for complete certainty once the relationships have been learned. It is theorized that the skills necessary for success in the clinical component of dental schools involve a significant amount of automatic processing demands and, as such, student performance in the clinics should begin to converge as task practice is realized and tasks become more consistent. Subtest scores of the DAT of four classes were correlated with final grades in nine clinical courses. Results showed that the DAT subtest scores played virtually no role with regard to the final clinical grades. Based on this information, the DAT scores were determined to be of no predictive value in clinical achievement.

Predicting Student Performance in Preclinical Technique Courses Using the Theory of Ability Determinants of Skilled Performance

The purpose of this research was to validate Ackerman's theory of ability determinants of skilled performance using sub-test scores of the Dental Admission Test (DAT) in predicting student performance in preclinical technique courses. The Ackerman theory is a valid, reliable schema in the applied psychology literature used to predict complex skill acquisition. Inconsistent stimulus-response skill acquisition depends primarily on determinants of cognitive ability. The cognitive phase of skill acquisition is associated with demands on general abilities. Task accomplishment requires attentional resources, and inconsistent tasks do not improve with practice. It is theorized that the Perceptual Ability Test (PAT) is a valid cognitive determinant for spatial ability in this schema. Each new procedure learned in the preclinical technique courses is novel, includes a spatial relations component, and reflects inconsistent skill acquisition. The PAT scores of four classes were compared to the final grades in eight preclinical technique courses. Results showed that PAT scores account for a significantly high proportion, approximately 25 percent, of the variance of the final grades in the preclinical technique courses. Based on this strong correlation, dental school admissions committees may consider re-evaluating the weight of the DAT scores in the admissions process.

The Relationship of Performance on the Dental Admission Test and Performance on Part I of the National Board Dental Examinations

Although many schools use scores on the Dental Admission Test (DAT) to evaluate applicants, the association of these scores with students' performance on Part I of the National Board Dental Examinations (NBDE) has not been recently evaluated. In this study, the hypothesis that the DAT scores would be a significant predictor of Part I of the NBDE scores was tested. We analyzed by multiple regression the scores on both examinations for the 114 students matriculating in the University of Mississippi School of Dentistry in 1992, 1993, 1994, and 1995. The results indicate that DAT reading comprehension was a statistically significant predictor (p value less than or equal to 0.05) of all four subtests of Part I of the NBDE. The DAT biology and organic chemistry scores were statistically significant predictors of NBDE biochemistry-physiology, and the DAT quantitative analysis score was a statistically significant predictor of NBDE dental anatomy and occlusion. DAT perceptual ability and general chemistry were not significant predictors.

Pre‐admission credentials and dental school performance of dental hygienists

This study examined the effect of dental hygiene preparation prior to entering dental school on dental school performance. Study participants included 203 female students who entered a public dental school from 1980-1989. Groups 1 and 2 had completed dental school prerequisites and a dental hygiene curriculum in a community college setting (n = 19) or university setting (n = 22) respectively, and Group 3 (n = 162) were traditional students with no dental hygiene education. Preadmission variables were predental science and non-science grade point averages (GPA) and Dental Admission Test (DAT) scores. Performance variables were GPA of years one and two of dental school and National Board scores (Part 1). Results showed that Group 2 hygienists had significantly lower predental science GPAs than Group 1 or 3 and significantly lower non-science GPAs than Group 3 (p < 0). Both groups of hygienists had significantly lower DAT scores than Group 3 (p < 0). No difference was seen in first and second year GPAs or the National Board average. Adjusting performance scores to compensate for deficiencies in preadmission variables showed that Group 2 hygienists had significantly higher adjusted first-year GPAs and National Board averages than Group 3 (p < 0). Thus, hygienists performed as well as non-hygienists in spite of weaker admission credentials.

The evaluation of twice‐taken dental admission test scores

Journal of Dental EducationVolume 48, Issue 3 p. 164-166 Article The evaluation of twice-taken dental admission test scores RH Schwartz, RH SchwartzSearch for more papers by this authorCE Strawn, CE StrawnSearch for more papers by this author RH Schwartz, RH SchwartzSearch for more papers by this authorCE Strawn, CE StrawnSearch for more papers by this author First published: 01 March 1984 https://doi.org/10.1002/j.0022-0337.1984.48.3.tb01769.xCitations: 3About ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article.Citing Literature Volume48, Issue3March 1984Pages 164-166 RelatedInformation