Exam Scores Research Articles

The Effects of Blended learning on University Students’ Critical Thinking Dispositions in College English Course

This research aims to introduce and examine the effects of blended learning environment on learners’ critical thinking dispositions for undergraduate students of business major at North China University of Science and Technology (NCSTU) in China. The participants are 28 freshmen from College English Course. The research tools are Critical Thinking Dispositions Inventory Chinese Version and Blended Learning Environment Questionnaire. The findings show that blended learning environment is beneficial for improving Chinese students’ critical thinking dispositions (CTD). The students are willing to take part in the learning activities both online and offline. They find out it is most difficult part is to understand the teacher’s English instructions. Majority of students’ CTD is positive after one semester learning in the blended learning environment. Open-mindedness, self- confidence, and inquisitiveness of CTD are significantly correlated with students’ gender, English scores of college entrance exam, and science and liberal arts respectively

Multimodal Learning Engagement Assessment System: An Innovative Approach to Optimizing Learning Engagement

In the realm of global smart education, optimizing classroom learning efficiency is paramount. This study harnesses cutting-edge technology to delve into learning engagement dynamics. Leveraging the XGBoost model, 468 facial and bodily features are captured in real-time, offering insights into student behavior. The ResNet neural transformation network and PNP algorithm discern facial expressions, body movements, and head rotation angles. Through a fuzzy comprehensive evaluation method, proportions of these factors are delineated for objective assessment. Empirical validation involves scrutinizing final exam scores of 234 college students. Comparative analyses reveal a significant correlation between classroom participation and performance (p-value = 0.034). Results underscore the impact of real-time judgment on learning efficiency and highlight the potency of multimodal fusion in assessing engagement comprehensively. Practical application validates system effectiveness, offering insights for educational stakeholders and contributing to the evolution of smart education.

The application of interdisciplinary and cross-grade learning teaching method in stomatology course.

The first purpose of this project was to determine whether an interdisciplinary and cross-grade teaching model impacts students' learning enthusiasm and their views on this teaching method. The second purpose was to determine whether the model positively impacted students' theoretical course exam scores. We recruited 203 pre-clinical undergraduate dental students, including 104 third- and 99 fourth-grade students. The study was conducted in experimental classes for the "Dental Materials" course in the third-grade program (focusing on cement material mixing techniques) and the "Endodontics Practice" course in the fourth-grade program (focusing on the preparation and filling of Class II cavities). The interventions were implemented before, during, and after the class. We assessed students' attitudes toward this teaching method and changes in their course scores. The survey questionnaire assessed the students' levels of learning enthusiasm, professional competence, and classroom effectiveness, all of which demonstrated significant improvement. The average scores for lab operations, quizzes, and usual performance exhibited a substantial increase (p<0.001). The average score of the final examination increased from 75.61 to 78.17 (p=0.008). Significant enhancement in students' learning attitudes, course scores, collaborative abilities, and innovation capacities were observed following the interdisciplinary and cross-grade teaching method. Furthermore, the overall classroom efficiency improved. This teaching method can expand the scope of future research.

Application of ChatGPT-based blended medical teaching in clinical education of hepatobiliary surgery

Objective This study evaluates the effectiveness of incorporating the Chat Generative Pre-trained Transformer (ChatGPT) into the clinical teaching of hepatobiliary surgery for undergraduate medical students. Materials and methods A group of 61 medical undergraduates from the Affiliated Hospital of Guizhou Medical University, undergoing hepatobiliary surgery training, were randomly assigned to either an experimental group (31 students) using ChatGPT-based blended teaching or a control group (30 students) with traditional teaching methods. The evaluation metrics included final exam scores, teaching satisfaction, and teaching effectiveness ratings, analyzed using SPSS 26.0 (SPSS Inc., Chicago, IL) with t-tests and χ 2 tests. Results The experimental group significantly outperformed the control group in final exam theoretical scores (86.44 ± 5.59 vs. 77.86 ± 4.16, p < .001) and clinical skills scores (83.84 ± 6.13 vs. 79.12 ± 4.27, p = .001). Additionally, the experimental group reported higher teaching satisfaction (17.23 ± 1.33) and self-evaluation of teaching effectiveness (9.14 ± 0.54) compared to the control group (15.38 ± 1.5 and 8.46 ± 0.70, respectively, p < .001). Conclusions The integration of ChatGPT into hepatobiliary surgery education significantly enhances theoretical knowledge, clinical skills, and overall satisfaction among medical undergraduates, suggesting a beneficial impact on their educational development.

Students’ active cognitive engagement with instructional videos predicts STEM learning

The efficacy of well-designed instructional videos for STEM learning is largely reliant on how actively students cognitively engage with them. Students' ability to actively engage with videos likely depends upon individual characteristics like their prior knowledge. In this study, we investigated how digital trace data could be used as indicators of students' cognitive engagement with instructional videos, how such engagement predicted learning, and how prior knowledge moderated that relationship. One hundred twenty-eight biology undergraduate students learned with a series of instructional videos and took a biology unit exam one week later. We conducted sequence mining on the digital events of students' video-watching behaviors to capture the most commonly occurring sequences. Twenty-six sequences emerged and were aggregated into four groups indicative of cognitive engagement: repeated scrubbing, speed watching, extended scrubbing, and rewinding. Results indicated more active engagement via speed watching and rewinding behaviors positively predicted unit exam scores, but only for students with lower prior knowledge. These findings suggest that the ways students cognitively engage with videos predict how they will learn from them, that these relations are dependent upon their prior knowledge, and that researchers can measure students’ cognitive engagement with instructional videos via mining digital log data. This research emphasizes the importance of active cognitive engagement with video interface tools and the need for students to accurately calibrate their learning behaviors in relation to their prior knowledge when learning from videos.

Validity, Reliability, and Fairness Evidence for the JD‐Next Exam

At a time when institutions of higher education are exploring alternatives to traditional admissions testing, institutions are also seeking to better support students and prepare them for academic success. Under such an engaged model, one may seek to measure not just the accumulated knowledge and skills that students would bring to a new academic program but also their ability to grow and learn through the academic program. To help prepare students for law school before they matriculate, the JD‐Next is a fully online, noncredit, 7‐ to 10‐week course to train potential juris doctor students in case reading and analysis skills. This study builds on the work presented for previous JD‐Next cohorts by introducing new scoring and reliability estimation methodologies based on a recent redesign of the assessment for the 2021 cohort, and it presents updated validity and fairness findings using first‐year grades, rather than merely first‐semester grades as in prior cohorts. Results support the claim that the JD‐Next exam is reliable and valid for predicting law school success, providing a statistically significant increase in predictive power over baseline models, including entrance exam scores and grade point averages. In terms of fairness across racial and ethnic groups, smaller score disparities are found with JD‐Next than with traditional admissions assessments, and the assessment is shown to be equally predictive for students from underrepresented minority groups and for first‐generation students. These findings, in conjunction with those from previous research, support the use of the JD‐Next exam for both preparing and admitting future law school students.

Flipped online teaching of histology and embryology with design thinking: design, practice and reflection

BackgroundFlexible hybrid teaching has become the new normal of basic medical education in the postepidemic era. Identifying ways to improve the quality of curriculum teaching and achieve high-level talent training is a complex problem that urgently needs to be solved. Over the course of the past several semesters, the research team has integrated design thinking (DT) into undergraduate teaching to identify, redesign and solve complex problems in achieving curriculum teaching and professional talent training objectives.MethodsThis study is an observational research. A total of 156 undergraduate stomatology students from Jining Medical University in 2021 were selected to participate in two rounds of online flipped teaching using the design thinking EDIPT (empathy, definition, idea, prototype, and test) method. This approach was applied specifically to the chapters on the respiratory system and female reproductive system. Data collection included student questionnaires, teacher-student interviews, and exam scores. GraphPad Prism software was used for data analysis, and the statistical method was conducted by multiple or unpaired t test.ResultsAccording to the questionnaire results, the flipped classroom teaching design developed using design thinking methods received strong support from the majority of students, with nearly 80% of students providing feedback that they developed multiple abilities during the study process. The interview results indicated that teachers generally believed that using design thinking methods to understand students' real needs, define teaching problems, and devise instructional design solutions, along with testing and promptly adjusting the effectiveness through teaching practices, played a highly positive role in improving teaching and student learning outcomes. A comparison of exam scores showed a significant improvement in the exam scores of the class of 2021 stomatology students in the flipped teaching chapters compared to the class of 2020 stomatology students, and this difference was statistically significant. However, due to the limitation of the experimental chapter scope, there was no significant difference in the overall course grades.ConclusionThe study explores the application of design thinking in histology and embryology teaching, revealing its positive impact on innovative teaching strategies and students' learning experience in medical education. Online flipped teaching, developed through design thinking, proves to be an effective and flexible method that enhances student engagement and fosters autonomous learning abilities.

The impact of honors education on students’ academic and innovative achievements: a longitudinal study in China (2011–2021)

Honors education has ascended as an integral element within the sphere of global higher education, concentrating on fostering individuals who exhibit creativity and a history of innovative achievements. Despite its widespread adoption, there remains a scarcity of exhaustive longitudinal studies investigating its effects and associated variables. To address this shortcoming, this study deploys rigorous structural equation modeling (SEM) and linear regression analyses to meticulously examine a dataset comprising 319 students, who enrolled over a decade (2011–2021) in a prestigious honors college at a preeminent university in China. The primary objective is to discern the predictive efficacy of Chinese honors education selection criteria on students’ creative and academic accomplishments. This endeavor strives to clarify the complex interplay among students’ creative personalities, academic performance, creative achievements, and standardized college entrance exam scores. The findings emphasize that individuals who exhibit enhanced creative personality traits are predisposed to elevated levels of both innovation and academic attainment (β = 0.170, p = 0.017). Additionally, a significant inverse relationship is observed between general learning aptitude and subsequent academic performance (β = −0.008, p = 0.023), while students pursuing science disciplines demonstrate superior innovation outcomes compared to their liberal arts counterparts (β = 0.125, p = 0.048). Interestingly, neither gender nor general academic prowess exerts significant predictive power over collegiate innovation (β = −0.002, p = 0.134). These empirical insights equip policymakers and scholars with nuanced perspectives on the determinants shaping students’ refined educational experiences, thereby inciting critical discourse concerning the refinement of selection criteria and the imperative of nurturing students’ creative proclivities.

Fulfilling K-12 Students' Mathematics Needs: Near Peer Teaching and Scientific Intelligent Clustering Tutor Approach

This investigation delves into the pressing need for curriculum reform in Indonesia, specifically examining the "Merdeka Belajar: Kampus Merdeka (MBKM)" policy, with a focus on the Near Peer Teaching (NPT) model. Previous studies have flagged NPT's shortcomings, attributing them to inconsistent tutor feedback rooted in relational challenges. Despite positive anecdotal evidence of student transformation through NPT, such accounts often lack objectivity. This research strategically surveys K-12 vocational schools in Kuningan, honing in on challenges in Mathematics to inform responsive teaching strategies. Noteworthy is the persistence of selecting peer tutors based on final exam scores, a practice upheld despite the initial randomness in NPT tutor selection, creating hurdles in gauging effectiveness. Paradoxically, empirical data suggests that third-semester students make better tutors, yet the fixation on final exam scores persists. To propel the NPT model forward, the study advocates for clustering tutors based on scientific intelligence, integrating the innovative application of machine learning algorithm K-Means. This comprehensive approach melds quantitative data science with qualitative Deep Interviews, aiming to refine and optimize the identification of suitable peer tutors. The crux of the findings revolves around the imperative to refine the selection process for peer tutors, considering factors such as interest, motivation, and academic achievement, to significantly amplify the efficacy of NPT within the learning environment..

Testing the Effects of Individual Residents' Retrieval Practice on Standardized Examination Scores.

Residents have limited time and much to learn. Retrieval practice-studying using exam-style review questions-is a powerful educational tool for aggregate groups of learners, but it has not been tested for individual graduate medical education (GME) trainees. We conducted a retrospective observational study examining how individual residents' self-directed retrieval practice affected their learning. We used linear regression models to compare the number of exam-style multiple-choice practice questions each resident answered per year to their scores on annual In-Training Exams (ITE). We found that the higher a resident's ITE score was at the start of a year, the fewer practice questions they answered that year for both first- (p = 0.023) and second-year (p = 0.020) trainees. Then, the more questions a resident answered in a year, the more their ITE score increased over that year for both first- and second-year trainees (p = 0.026 and 0.025, respectively). Residents' prior ITE scores also independently predicted their subsequent ITE scores (p = 0.024 in the first and 0.007 in the second year), and the effect of their baseline scores was larger than the effect of the number of practice questions they answered. Individual residents' prior exam scores significantly predict their future exam scores, and their independent retrieval practice using exam-style review questions also significantly predicts the annual improvement in their scores. These findings add to the growing evidence supporting retrieval practice in GME, and they can inform individualized educational coaching for GME trainees.

Brain Age Is Associated with Cognitive Outcomes of Cholinesterase Inhibitor Treatment in Patients with Mild Cognitive Impairment.

The effect of cholinesterase inhibitor (ChEI) on mild cognitive impairment (MCI) is controversial. Brain age has been shown to predict Alzheimer's disease conversion from MCI. The study aimed to show that brain age is related to cognitive outcomes of ChEI treatment in MCI. Brain MRI, the Clinical Dementia Rating (CDR) and Mini-Mental State Exam (MMSE) scores were retrospectively retrieved from a ChEI treatment database. Patients who presented baseline CDR of 0.5 and received ChEI treatment for at least 2 years were selected. Patients with stationary or improved cognition as verified by the CDR and MMSE were categorized to the ChEI-responsive group, and those with worsened cognition were assigned to the ChEI-unresponsive group. A gray matter brain age model was built with a machine learning algorithm by training T1-weighted MRI data of 362 healthy participants. The model was applied to each patient to compute predicted age difference (PAD), i.e. the difference between brain age and chronological age. The PADs were compared between the two groups. 58 patients were found to fit the ChEI-responsive criteria in the patient data, and 58 matched patients that fit the ChEI-unresponsive criteria were compared. ChEI-unresponsive patients showed significantly larger PAD than ChEI-responsive patients (8.44±8.78 years versus 3.87±9.02 years, p = 0.0067). Gray matter brain age is associated with cognitive outcomes after 2 years of ChEI treatment in patients with the CDR of 0.5. It might facilitate the clinical trials of novel therapeutics for MCI.

Stress and Cognitive Performance: Evidence from a South Korean Earthquake

Abstract Studies have identified negative effects of cortisol, a stress hormone, on academic performance. Because natural disasters induce community-wide stress, students who experience natural disasters may subsequently perform worse academically. Our study is the first to examine the immediate effects of close exposure to a natural disaster on academic performance. We examine the impact of the 2017 Pohang earthquake in South Korea on college entrance exam scores. The 5.4 magnitude quake occurred one day before the scheduled nationwide college entrance exam date, necessitating its postponement for one week. Several aftershocks occurred during that postponement period. We find that the earthquake decreased the reading test scores of students in the Pohang area by 0.05 standard deviation but had no effect on math test scores. The reading test was administered earlier in the day than the math test, so these findings suggest that students taking exams in post-traumatic situations might be able to perform better after a warm-up testing period. Finally, male students suffered the largest adverse impacts on their reading test scores, with serious implications given the high-stakes nature of the exams.

Teaching Medical Students Rapid Ultrasound for shock and hypotension (RUSH): learning outcomes and clinical performance in a proof-of-concept study

BackgroundPoint-of-care ultrasound (POCUS) is a critical diagnostic tool in various medical settings, yet its instruction in medical education is inconsistent. The Rapid Ultrasound for Shock and Hypotension (RUSH) protocol is a comprehensive diagnostic tool, but its complexity poses challenges for teaching and learning. This study evaluates the effectiveness of a single-day training in RUSH for medical students by assessing their performance in clinical scenarios.MethodsIn this prospective single-center observational proof-of-concept study, 16 medical students from Saarland University Medical Center underwent a single-day training in RUSH, followed by evaluations in clinical settings and on a high-fidelity simulator. Performance was assessed using a standardized scoring tool and time to complete the RUSH exam. Knowledge gain was measured with pre- and post-training written exams, and diagnostic performance was evaluated with an objective structured clinical examination (OSCE).ResultsStudents demonstrated high performance in RUSH exam views across patients (median performance: 85–87%) and improved scanning times, although not statistically significant. They performed better on simulators than on live patients. Written exam scores significantly improved post-training, suggesting a gain in theoretical knowledge. However, more than a third of students could not complete the RUSH exam within five minutes on live patients.ConclusionsSingle-day RUSH training improved medical students’ theoretical knowledge and simulator performance but translating these skills to clinical settings proved challenging. The findings suggest that while short-term training can be beneficial, it may not suffice for clinical proficiency. This study underscores the need for structured and possibly longitudinal training programs to ensure skill retention and clinical applicability.

Self-directed Learning Ability and Shadow Education Expenditures: A Comparison of Impact on Student Achievement in Korea During COVID-19

This study examines the impact of students’ self-directed learning (SDL) ability and parental expenditures for shadow education, and other factors, on academic achievement in South Korea during the pandemic. Busan Education Longitudinal Study panel data for 2019 (pre-COVID) and 2020–2021 (COVID) were utilized. National exam scores of middle and high school students in Korean, English, and math subject areas were analyzed using multiple regression, random effects, and two-way random effects models. The analysis revealed that, during the pandemic, parents’ high expenditures to provide shadow education to complement their children’s public education did not significantly influence academic achievement. In contrast, SDL ability was found to have a significant impact on achievement in all three subject areas during the pandemic. The findings underscore the importance of programs, policies, and teaching strategies that develop students’ SDL skills to enable them to learn on their own when a crisis restricts traditional teacher-guided classroom instruction.

Application of Progressive Case Teaching Combined with Scenario Simulation in Comprehensive Practical Teaching of Nursing in Higher Vocational Colleges

Objective: To explore the application of progressive case teaching combined with scenario simulation in the comprehensive practical teaching of nursing in higher vocational colleges. Methods: From September 2023 to November 2023, two groups of students were selected as the research objects. 36 students in the control group adopted the conventional nursing comprehensive practical training teaching method. Based on the conventional teaching method, 37 students in the observation group implemented the progressive case teaching combined with the scenario simulation method. The theoretical and operational test scores of the two groups of students were assessed and compared, and the teaching satisfaction and the score of critical thinking skills of the two groups of students were compared. Results: After the implementation of progressive case teaching combined with the scenario simulation method, the theoretical and operational test scores of students in the observation group were significantly better than those in the control group, with statistical significance (P &lt; 0.05). The teaching satisfaction of the observation group was significantly higher than that of the control group (P &lt; 0.05). The score of critical thinking skills of students in the observation group was significantly higher than that in the control group (P &lt; 0.05). Conclusion: The application of progressive case teaching combined with scenario simulation in the teaching of nursing comprehensive practical training of higher vocational can effectively improve students’ theoretical and operational exam scores, promote the cultivation of their critical thinking skills, improve teaching satisfaction, and effectively enhance the quality of talent training for high-quality nursing majors.

The effect of augmented reality book on the proficiency of local anesthesia administration of the inferior alveolar nerve.

Advancements in augmented reality (AR) technology enable developers to create augmented reality books (AR Books). AR Books can show interactive 3D objects and multimedia content to the user. The purpose of this study was to investigate the effect of a developed AR Book on the theoretical and practical abilities in the administration of local anesthesia of the inferior alveolar nerve block. An exclusive AR Book was developed based on Chapter 14, Handbook of Local Anesthesia, seventh edition, Stanley F. Malamed, which enabled students to use their book (printed or electronic) as an AR Book. Forty dental students were randomly divided into control and study groups. In the control group, students were asked to use regular books, while in the study group, students were instructed to use interactive AR Books. All students took the written exam, scoring 0 to 10. Also, the administration of mandibular local anesthesia was evaluated in students. The level of concentration during the study, the written exam score, the practical score, the success rate of local anesthesia, and the needed time for injection were compared between the two groups. There was a significant difference in the level of concentration during the study (p<0.001), practical skill score (p=0.037), and needed time for injection (p=0.040) between the two groups. Conversely, the success rate of local anesthesia was almost similar (p=0.705). Although the written exam score was higher in the study group than in the control group, the difference was not significant (p=0.414). Using AR Books can engage students and help them to remain focused during the study. AR Books may be beneficial in enhancing the practical abilities of dental students.

Comparing Online Soybean Processing Module Including a Laboratory Component to On-Campus Module

Hands-on learning activities enhance course outcomes in college courses based on increased exam scores and student satisfaction; however, online courses pose challenges for creating hands-on learning opportunities. The objective of this study was to compare online and on-campus students’ perception and performance on a soybean processing and products module with a laboratory component. The modules included identical lectures and discussion board questions. Students then participated in a hands-on laboratory exercise at home or on-campus investigating the effect of added soy protein at various levels on muffins physical and sensory properties. Baking kits were mailed to online students. All students were given detailed written instructions on how to prepare muffins for the exercise. Upon completion of the laboratory exercise, students wrote a scientific abstract on their findings. At the end of the module, all students (n=194) completed an assessment survey about their perception of the module. Seventy-two percent of online students met or exceeded expectations on the abstract assignment while 92% of on-campus students met or exceeded expectations. In both courses, ninety percent of students agreed or strongly agreed the laboratory improved their ability to apply knowledge to practical issues. Regarding knowledge gained, students reported an increased awareness of products that contain soy and methods for processing soybeans into ingredients. A common response was that students would be more likely to try soy products in the future because they were less concerned with off flavors and interested in the nutritional benefits of soy products.

Association of self-efficacy and faculty support on students’ readiness for practice

BackgroundThe nursing shortage is apparent again after nearly five decades of having a stable workforce. One novel development is that new Registered Nurses (RNs) are exiting their careers too early. Many of them leave the profession for multiple reasons such as burnout and family obligations, yet one reason has emerged – lack of readiness for practice, that also drives the RNs to leave the profession. PurposeThe purpose of this study was twofold — (1) to investigate the relationship between students' characteristics, their Generalized Self-Efficacy (GSE), Perceived Faculty Support (PFS), the Assessment Technologies, Inc. (ATI) Comprehensive Predictor RN Exam scores and their self-report of readiness for practice and (2) to examine which variables best explains the students' readiness for practice. MethodsA cross-sectional descriptive correlational research design with convenience sampling was utilized. Descriptive statistics were obtained to investigate the students' socio-demographic data. The Pearson r and multiple regression were used to analyze the relationships and influence between dependent variables Casey-Fink Readiness for Practice scale (CFRPS) and independent variables, students' characteristics, GSE, PFS, and ATI scores. ResultsOne hundred forty-three (143) out of 416 students in five baccalaureate schools from the western region of the United States participated in the survey. Findings showed GSE and PFS had significant positive correlations with students' readiness for practice. Further, factors of CFRPS in learning strategies, problem-solving, resourcefulness, and team player are best explained by GSE and PFS, accounting for 91 % of the variance. ConclusionStudents' GSE and PFS can contribute to their readiness for practice. Nurse educators must employ strategies that will bolster students' preparedness by improving their sense of self-efficacy and showing them the utmost faculty support.

Alignment of learning objectives, assessments, and active learning to promote critical thinking in a first-year medical physiology course: lessons learned.

Medical students must be adept at critical thinking to successfully meet the learning objectives of their preclinical coursework. To encourage student success on assessments, the course director of a first-year medical physiology course emphasized the use of learning objectives that were explicitly aligned with formative assessments in class. The course director introduced the physiology discipline, learning objectives, and evidence-based methods of studying to students on the first day of class. Thereafter, class sessions started with a review of the learning objectives for that session and included active learning opportunities such as retrieval practice. The instructor provided short answer formative assessments aligned with the learning objectives, intended to help the students apply and integrate the concepts. Midsemester, students received a link to an online survey with questions on studying habits, class attendance, and student engagement. After finals, students were invited to participate in focus groups about their class experience. A qualitative researcher moderated focus groups, recorded responses, and analyzed the narrative data. Of 175 students, 95 submitted anonymous online surveys. Student engagement was significantly correlated with in-person class attendance (r = 0.26, T = 2.5, P = 0.01) and the completion of open-ended formative assessments (r = 0.33, T = 3.3, P = 0.001). Focus groups were held via videoconference. From the class, 14 students participated in 4 focus groups; focus group participants were mostly women (11 of 14) and mostly in-class attendees (13 of 14). The students in this sample valued critical thinking but misunderstood expectations on exams and few students used learning objectives to study.NEW & NOTEWORTHY We introduced formative assessments and study techniques to first-year medical students in a physiology course. Mastery of learning objectives was emphasized as the key to success. We asked how they studied physiology through an anonymous online survey and focus group interviews. The students enjoyed physiology but had difficulty with exam expectations. Helping students use learning objectives to guide their study may lead to improved exam scores. It may also help administrators meet their curriculum goals.

Assessing the predictive validity of Provincial Medical & Dental College Admission Test (MDCAT).

To assess the predictive validity of Punjab Provincial Medical & Dental College Admission Test (MDCAT). A retrospective correlational study was conducted at the Fatima Memorial Hospital College of Medicine & Dentistry in Lahore, Pakistan. Data were analysed from 415 medical students who had completed the MBBS program from 2018-2020. Bivariate and multivariable regression models were used to adjust for confounders such as age, gender, city of origin, and pre-medical performance. A novel performance-trajectory analysis was used to evaluate whether students with different preadmission MDCAT scores had different performance trajectories in medical school. On simple bivariate analysis, there was a weak but significant (correlational coefficient 0.22-0.33, p<0.001) correlation between MDCAT scores and professional exam scores for all years of medical college. However, multivariable analysis of Matric/Fsc track showed no significant correlation (p > 0.05) between MDCAT and professional exam scores after the first two years. For O/A level students, there was no correlation between MDCAT and professional exam scores for any year of medical college (p>0.05). Trajectory analysis showed that students with exceptionally high MDCAT scores had a superior performance trajectory compared to those with the lowest quartile of MDCAT scores while students with average MDCAT scores had overlapping performance trajectories. For students from the Matric/FSc track only, there is a weak but significant correlation between MDCAT scores and professional exam scores for the first two years. No such correlation exists for O/A level students. Exceptionally high MDCAT scores are predictive of higher achievement in professional exam scores.