GPA Scores Research Articles

The Effect of Differential Weighting of Academics, Experiences, and Competencies Measured by Multiple Mini Interview (MMI) on Race and Ethnicity of Cohorts Accepted to One Medical School.

To examine whether academic scores, experience scores, and Multiple Mini Interview (MMI) core personal competencies scores vary across applicants' self-reported ethnicities, and whether changes in weighting of scores would alter the proportion of ethnicities underrepresented in medicine (URIM) in the entering class composition. This study analyzed retrospective data from 1,339 applicants to the Rutgers Robert Wood Johnson Medical School interviewed for entering classes 2011-2013. Data analyzed included two academic scores-grade point average (GPA) and Medical College Admission Test (MCAT)-service/clinical/research (SCR) scores, and MMI scores. Independent-samples t tests evaluated whether URIM ethnicities differed from non-URIM across GPA, MCAT, SCR, and MMI scores. A series of "what-if" analyses were conducted to determine whether alternative weighting methods would have changed final admissions decisions and entering class composition. URIM applicants had significantly lower GPAs (P < .001), MCATs (P < .001), and SCR scores (P < .001). However, this pattern was not found with MMI score (non-URIM 10.4 [1.6], URIM 10.4 [1.3], P = .55). Alternative weighting analyses show that including academic/experiential scores impacts the percentage of URIM acceptances. URIM acceptance rate declined from 57% (100% MMI) to 43% (10% GPA/10% MCAT/10% SCR/70% MMI), 39% (30% GPA/70% MMI), to as low as 22% (50% MCAT/50% MMI). Sole reliance on the MMI for final admissions decisions, after threshold academic/experiential preparation are met, promotes diversity with the accepted applicant pool; weighting of "the numbers" or what is written about the application may decrease the acceptance of URIM applicants.

Effects of School Absences on GPAs for Disabled Students

&lt;table border="0" cellspacing="0" cellpadding="0"&gt;&lt;tbody&gt;&lt;tr&gt;&lt;td width="387" valign="top"&gt;&lt;p&gt;Chronic absences, suspensions, and expulsions can all be detrimental to students’ GPAs. Students with disabilities have a disadvantage with learning and require additional services making it crucial that they are present in school. There are various reasons why students miss school and the study examined a few specific research questions. The current investigation examined students’ current GPA scores in the core content areas compared to the number of days absent from school, the frequency of health related school absences, and the number of days spent out of school due to suspensions and expulsions, using data from a national data set. This investigation examines whether or not attendance is related to students’ academic success, when specifically considering students with identified disabilities.&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt;

Gamma Knife Surgery versus Linac for Brain Metastasis: Which Technique for Which Patient? Analysis of an Historical Cohort of 63 Consecutive Patients Harboring 130 Lesions

Objectives: We present the retrospective analysis of a single-institution experience for radiosurgery (RS) in brain metastasis (BM) with Gamma Knife (GK) and Linac. Methods: From July 2010 to July 2012, 28 patients (with 83 lesions) had RS with GK and 35 patients (with 47 lesions) with Linac. The primary outcome was the local progression-free survival (LPFS). The secondary outcome was the overall survival (OS). Apart a standard statistical analysis, we included a Cox regression model with shared frailty, to modulate the within-patient correlation (preliminary evaluation showed a significant frailty effect, meaning that the correlation within patient could be ignored). Results: The mean follow-up period was 11.7 months (median 7.9, 1.7–22.7) for GK and 18.1 (median 17, 7.5–28.7) for Linac. The median number of lesions per patient was 2.5 (1–9) in GK compared with 1 (1–3) in Linac. There were more radioresistant lesions (melanoma) and more lesions located in functional areas for the GK group. The median dose was 24 Gy (GK) compared with 20 Gy (Linac). The LPFS actuarial rate was as follows: for GK at 3, 6, 9, 12, and 17 months: 96.96, 96.96, 96.96, 88.1, and 81.5%, and remained stable till 32 months; for Linac at 3, 6, 12, 17, 24, and 33 months, it was 91.5, 91.5, 91.5, 79.9, 55.5, and 17.1%, respectively (p = 0.03, chi-square test). After the Cox regression analysis with shared frailty, the p-value was not statistically significant between groups. The median overall survival was 9.7 months for GK and 23.6 months for Linac group. Uni- and multivariate analysis showed a lower GPA score and noncontrolled systemic status were associated with lower OS. Cox regression analysis adjusting for these two parameters showed comparable OS rate. Conclusions: In this comparative report between GK and Linac, preliminary analysis showed that more difficult cases are treated by GK, with patients harboring more lesions, radioresistant tumors, and highly functional located. The groups look, in this sense, very heterogeneous at baseline. After a Cox frailty model, the LPFS rates seemed very similar (p < 0.05). The OS was similar, after adjusting for systemic status and GPA score (p < 0.05). The technical reasons for choosing GK instead of Linac were the anatomical location related to highly functional areas, histology, technical limitations of Linac movements, especially lower posterior fossa locations, or closeness of multiple lesions to highly functional areas optimal dosimetry with Linac

Relationship between Admission GRE Scores and Graduation GPA Scores of Construction Management Graduate Students

ABSTRACTGraduate admission committees in some construction management graduate educational programs in the United States may sometimes require students to take and submit their GRE scores as part of the admission requirements. This is because they tend to believe that the GRE scores could predict the academic performance and success of students in graduate school. This study assessed the predictive ability of admission GRE scores on cumulative GPA scores at graduation of construction management graduate students. The hypothesis was that students who scored high in GRE at the time of admission would attain higher cumulative GPAs at graduation. The independent variables were GRE verbal score, GRE quantitative score, and total GRE score while the dependent variable was the GPA score. SPSS v21 and SAS v9.3 statistical analysis tools facilitated the analysis of the data sourced from three construction management graduate programs in the United States. The results showed weak predictive indices where GRE quantitative score was the better predictor of graduation GPA. Thus, the hypothesis of higher GPAs being associated with higher GRE scores was weakly supported. It was recommended that construction management graduate programs should re-evaluate requiring GRE scores as part of their admission criteria.

Enrollment in a Library Credit Course is Positively Related to the College Graduation Rates of Full Time Students

A Review of:&#x0D; Cook, J.M. (2014). A Library credit course and student success rates: A longitudinal study. College &amp; Research Libraries 75(3), 272-283. doi:10.5860/crl12-424&#x0D; &#x0D; Abstract&#x0D; &#x0D; Objective – To determine the impact of a credit-bearing information literacy skills course on student success rates.&#x0D; &#x0D; Design – Observational Study. &#x0D; &#x0D; Setting – An academic library at a mid-sized university in Georgia, United States of America.&#x0D; &#x0D; Subjects – Nine cohorts of students (n=15,012) who entered the institution for the first time, on a full-time basis, each year between 1999 and 2007. &#x0D; &#x0D; Methods – Aggregate data on each student cohort was gathered from the Department of Institutional Research and Planning. Data included high school ACT and SAT scores, high school graduating GPAs, college graduating GPAs, and college graduation dates. The nine cohorts were each divided into two groups: students who took a credit library course (LIBR 1101) at some point during their student career, and students who did not. For each cohort, a Pearson Chi-Square test was used to determine statistical correlation between library course enrollment and four-, five-, and six-year graduation rates. Z-tests were used to determine a difference in the average graduation GPA of students who did and did not take the course, as well as a difference in the average high school graduation GPA, ACT, and SAT scores of the two groups in each cohort.&#x0D; &#x0D; Main Results – Graduation rates were positively associated with students who took the library course at some point during their studies. Students who took the library course graduated at higher rates than students who did not: 56% of those students who took the library course graduated within the study’s time frame, compared to 30% of those who did not take the course. On average, there was no significant difference in college graduation GPAs between students who did and did not take LIBR 1101. During the time period of the study, more students who took the course graduated than those who did not, but those students who took the course did not have higher graduating GPAs. &#x0D; &#x0D; Conclusion – Students who enrolled in LIBR 1101 at some point in their studies graduated at a significantly higher rate than students who did not.

Achievement emotions in higher education: A diary study exploring emotions across an assessment event

An increasing number of emotions have been found to affect the way students learn and their academic achievement. However, little is known about how dynamic these achievement emotions (AEs) are, the extent to which they vary with the assessment process, and how they relate to prior academic ability and student achievement outcomes. Our intensive longitudinal diary study with tertiary students (N = 166) examined their AEs across a three week assessment period (study, test and feedback week). Overall, the results indicated that emotions during the study and test week were unrelated to both GPA and test score, but the starting level of emotions during the feedback week were related to GPA and test score. The changeability of emotions were not related to either GPA or test score. Overall, AEs seem to have a meaningful relationship to achievement only once results are known. These findings expand our knowledge about the relationship between AEs, prior academic ability and achievement and how emotions change across an assessment event.

“So what are you?”: Inappropriate interview questions for psychology doctoral and internship applicants.

Although psychologists and other professionals have examined biases and discriminatory practices in hiring in many professions, psychologists have not explored their own potential missteps in the interviewing of trainees. The present study sought to investigate whether applicants to psychology doctoral programs and internships were asked inappropriate or illegal questions during their interviews. Data from 303 participants (all of whom interviewed at doctoral programs, 120 of whom interviewed at internship sites) were collected from psychology listservs and from department contacts. Results indicated that nonclinical/counseling/school masters psychology doctoral programs were more likely to ask a potentially inappropriate question than clinical/counseling/school programs and masters programs. Age was unrelated to being asked one’s age, although nonheterosexual and non-White participants were more likely to report being asked their sexual orientation or ethnic background, respectively. Finally, qualifications (GPA and GRE scores) were unrelated to being asked an inappropriate question on doctoral interviews, although number of direct client contact hours was negatively related to being asked an inappropriate question on internship interviews. Implications for departmental policy are discussed.

Breast cancer brain metastases – A 12 year review of treatment outcomes

BackgroundBreast cancer (BC) is the 2nd commonest cause of brain metastases (BM). This retrospective review investigates the applicability of prognostic scores and highlights different outcomes for patients with HER2 positive compared to triple negative (TN) subtypes. MethodsTwo hundred and seventy four patients received whole brain radiotherapy for BC BM (01/2000–12/2011). The primary objective was to determine factors influencing overall survival (OS). All information relevant to primary BC, disease recurrence, treatment, outcome and cause of death (either neurological (NP) or systemic progression (SP)) were collected. Univariate (UV) and multivariate (MV) Cox regression analysis were used. ResultsOne hundred and forty four patients (53%) were ER positive, 104 (38%) HER2 positive and 57 (21%) TN. Median age at BM was 53 (27–81) years and median OS from BM diagnosis 7.3 (5.7–8.9) months.On MV analysis, Her2 status, RPA score, surgery, stereotactic radiotherapy, and absence of TN disease were independent prognostic factor for OS. NP was the cause of death in 69.2% of HER2 positive patients and 17.3% had SP. Of the TN patients, 29.8% had NP and 54.4% SP (p < 0.001). ConclusionA consistent OS advantage is noted for HER2 positive BM cases and inclusion of BC subtype in the breast GPA score should improve the prognostic factors' sensitivity. The unique presentations, response to treatment and causes of death for HER2 positive patients means more aggressive focal therapy should be considered and studied in the context of clinical trials. For TN BM patients with poor performance status, best supportive care may be appropriate.

Gamma knife radiosurgery for elderly patients with brain metastases: evaluation of scoring systems that predict survival.

BackgroundGamma knife radiosurgery (GKRS) has been increasingly employed for the treatment of elderly patients with brain metastases, mainly due to its demonstrated effectiveness and low complication rate. However, only a few studies have investigated the prognostic factors that influence the survival of elderly patients after GKRS. The purpose of this study was to identify a scoring system that is able to predict the survival of elderly patients undergoing GKRS using data obtained at the time of diagnosis for brain metastases.MethodsBetween 2004 and 2011, death was confirmed in 147 patients aged 70 years and older who had been treated with GKRS for brain metastases. Median age at the time of GKRS was 75.7 years (range, 70–86 years). The median tumor volume was 5.1 cm3 (range, 0.05–59.9 cm3). The median marginal prescription dose was 21.4 Gy (range, 14–25 Gy).ResultsThe median survival was 167 days. Overall survival rates at 6 months and 1 year were 60.4% and 29.4%, respectively. Among the patient characteristics pertaining to systemic cancer and brain metastasis for which data were obtained preoperatively, a multivariate analysis showed that low Karnofsky performance status (KPS ≤ 80, P = 0.047) and the presence of extracranial metastases (P = 0.014) detected at the time of brain metastasis diagnosis were independent prognostic factors for short survival. A high score index for radiosurgery (SIR score ≥ 4, P = 0.024) and a high graded prognostic assessment (GPA score ≥ 2, P = 0.004) were associated with longer survival. A multivariate analysis of the important characteristics of systemic cancer, and the scoring system evaluating survival duration showed that a low GPA score was the most powerful independent factor for predicting short survival (hazard ratio 1.756, 95% confidence interval 1.252–2.456, P = 0.001).ConclusionsGKRS is a safe approach to treat brain metastases in patients age 70 years and older. In this group, our study identified GPA score at the time of GKRS as a powerful prognostic factor for survival.

Family, School, Peers, and Recidivism Among South Korean Juvenile Offenders: an Event History Analysis

This study examined the influence of family, school, and delinquent peers as well as demographic and criminal behavior variables on recidivism and the timing of recidivism with a sample of 9,988 South Korean juvenile offenders. Event history analysis was employed to determine not only if juvenile offenders recidivated but, if so, how long after release they committed another crime. The findings indicate that school affects not only the recidivism rates but also the timing of recidivism. Juvenile offenders with low levels of education, low GPA scores, and school absence records were found to be both more likely and more promptly to reoffend than others. This finding is consistent with those of some of the prior studies emphasizing the importance of education in both recidivism and the timing of recidivism. Unlike the previous findings in Western society, however, family and peer-related variables were not found significant in a South Korean sample.

Correlations between Medical Students National Admission Test Score, Preclinical and Clinical Year Mean Cumulative GPA and UKDI Score

Objective: The purpose of this study was to determine whether medical students' national admission test scores correlated with their preclinical and clinical year GPAs. We also sought to correlate their national admission test scores and GPAs with the Indonesian Medical Doctor Competency Examination (UKDI) score. Method: A retrospective cohort study was done based on past medical students' record. Samples were students admitted to the medical school commencing 2006 (after Competency-based Curriculum was implemented) and had passed their first-time UKDI. Data collection was conducted on medical school of four public universities who agreed to provide the data of their medical students' data. Correlation between variables was analyzed using a two- tailed Pearson correlation for normally distributed data, and Spearman's rho for non-normal distribution. Result: We found significant correlation between preclinical year GPA with basic math (r=0.31), with English (r=0.35; r=0.38), with Chemistry (r=0.20) and with physic (r=0.20). Clinical year GPA had a significant correlation with natural science math (r=-0.20), with chemistry (r= 0.17) and with English (r = 0.12; r = 0.29). UKDI score was correlated with Biology (r = 0.29), with Physic (r = 0.20; r = 0.11), and with chemistry (r = 0.11). UKDI score also had significant correlation with clinical year GPA (r = 0.45; r = 0.23; r = 0.26). UKDI score was significantly correlated with preclinical year GPA and the result was consistent on all medical schools; Andalas students (r = 0.40), Brawijaya students (r = 0.49), Hasanuddin students (r = 0.37), and Sriwijaya students (r = 0.45). Conclusion: National admission test scores were significantly correlated with preclinical and clinical year GPAs, and with UKDI scores, but the correlations were seen only on certain medical schools. Preclinical year GPA was significantly correlated with UKDI score and the result was consistent on all medical schools.

Predictors of College Retention and Performance between Regular and Special Admissions

This predictive correlational research study examined the effect of cognitive, demographic, and socioeconomic variables as predictors of regular and special admission students’ first-year GPA and retention among a sample of 7,045 students. Findings indicated high school GPA and ACT scores were the two most effective predictors of regular and special admission students’ first-year GPA. High school GPA was effective for predicting retention only among regular admission students. Implications for research and practice are discussed.

The Value of SAT Scores and High School Grades in the Selection of Honors Program Candidates from the Perspective of Honors Students and Graduates

AbstractAdmission to honors programs is competitive and typically relies heavily on the applicant's high school grades and SAT scores. Research shows that of the two criteria, the stronger predictor of performance in an honors curriculum is the high school record, which would imply that grades should receive the greater emphasis. We surveyed current students (109 respondents) and the graduates (203 respondents) of an honors program at a private university to determine their views about how high school grades and SAT scores should be treated in the honors admission decision. The majority in both groups indicated stronger support for a minimum high school GPA (74% of the current students and 72% of the alumni) than for a minimum SAT (49% of the students and 43% of the alumni). Similarly, a majority (74% of students, 67% of alumni) agreed that in the admissions process, a high GPA score should be allowed to override a nonqualifying SAT score. Conversely, only a minority (36% of students, 23% of alumni) supported the proposition that a good SAT score should be permitted to override a poor high school GPA. In cases where a discrepancy exists between the two criteria, the overwhelming view (84% of the students and 90% of the alumni) was that the high school GPA should receive the greater weight.A two‐step cluster analysis of the five items revealed the presence of two segments in both samples. The major differentiator between the two clusters was opinion about whether a high SAT score should be allowed to override a nonqualifying GPA. Since the defining feature of each cluster was whether or not good SAT scores should be allowed to override poor high school grades, we explored the relationship of opinion on this issue to motivation to enroll in an honors program and the perceived personality of the typical honors student. Surprisingly, very few of these items correlated to respondents’ position on this matter, and even the significant correlations were small in magnitude. The survey showed that irrespective of opinion about the SAT overriding GPA, honors students’ motivation to enroll in an honors program rests mainly on wanting to be with students who share both their ability and work ethic. In terms of personality, the typical honors student is viewed by honors participants themselves as someone who is more likely than the non‐honors student to be intellectually curious, highly motivated, possessing good study habits, and having a tendency to be compulsively driven to work hard. On the other hand, honors participants consider the typical honors student to be less likely than the non‐honors student to be extraverted, social, athletic, and to enjoy working in teams.

Impact of social media usage on students academic performance in Saudi Arabia

Social media is a popular method for communication amongst university students in Saudi Arabia. However excessive social media use can raise questions about whether academic performance is affected. This research explores this question by conducting a survey on university students in Saudi Arabia in regards to social media usage and their academic performance. The survey also explored which social network is the most popular amongst Saudi students, what students thought about their social media usage and factors besides social media usage which negatively affect academic performance.The survey received 108 responses and descriptive statistics including normality tests i.e. scatter plots were used to examine the relationship between the average number of hours students spent of social media a week and GPA scores of the students. The results demonstrated that there was no linear relationship between social media usage in a week and GPA score. Students highlighted that besides social media use, time management is a factor which affects students ‘studies negatively.The findings of the paper can be used to propose the effective plans for improving the academic performance of the students in such a way that a balance in the leisure, information exchange and academic performance can be maintained.

BM-29 * NUMBER OF BRAIN METASTASES INFLUENCES SURVIVAL FOLLOWING GAMMA KNIFE RADIOSURGERY

We sought to investigate the oncologic outcome of brain metastases (BM) patients treated with Gamma Knife Radiosurgery (GKRS) based on the number of metastases. The Columbia University Medical Center database was queried for patients treated with GKRS from 1998 to 2013. There were 526 patients (233 men) with median age 62 years. Patients were divided into two groups; group 1 included patients with 1-3 BM and group 2 included patients with 4-12 BM. Primary cancers included 257 (48.7%) lung, 102 (19.3%) breast, 62 (11.7%) melanoma, 40 (7.6%) renal cell, 29 (5.5%) gastrointestinal, and 36 (7.2%) other. 206 (39.2%) patients received GKRS alone, 109 (20.7%) GKRS plus whole brain radiotherapy (WBRT), 109 (20.7%) GKRS plus neurosurgical resection (NSG), and 102 (19.4%) all three modalities. 423 (80.4%) patients had 1-3 BMs and 103 (19.6%) had 4-12 BMs. Median overall survival (mOS) determined by Kaplan-Meier was 16.62 months. mOS for patients with 1-3 BMs and 4-12 BMs was 18.4 months and 13.0 months, respectively (log-rank p = 0.021). mOS for patients with 1-3 BM treated with GKRS alone, GKRS plus WBRT, GKRS plus NSG and all three modalities was 9.5, 20.6, 27.8, and 25.4 months respectively (p < 0.001), mOS for patients with 4-12 BM treated with GKRS alone, GKRS plus WBRT, GKRS plus NSG and all three modalities was 7.4, 15.2, 6.3, 16.4 respectively (p < 0.001). Age at time of treatment, KPS, primary disease status and treatment modalities were significant predictors of survival on univariate and multivariate analysis (p < 0.05). Gender, RPA class, GPA score were statistically significant only on univariate analysis (p < 0.05). Results indicate a significant difference in the overall survival between the two groups, also NGS was more effective in patients with 3 or less lesions, whereas WBRT was more effective in patients with greater number of lesions.

Morningness–eveningness and intelligence among high-achieving US students: Night owls have higher GMAT scores than early morning types in a top-ranked MBA program

Individuals with a propensity to wake up early in the morning (“early-morning” types) and those who like to stay up late at night (“night owls”) often exhibit distinctive psychological and physiological profiles. Previous research has shown that night owls score higher than early-morning people on different measures of cognitive ability and academic achievement. Baseline cortisol is one of the physiological variables associated with variation in chronotype and cognitive function. In this study we investigated whether a relationship between chronotype and performance is present also in the high range of intellectual ability and academic achievement, namely, among graduate students in a top-ranked MBA program in the US. In addition, we measured baseline cortisol levels in saliva samples collected in the early afternoon and analyzed them in relation to chronotype and GMAT scores. As predicted, GMAT scores were significantly higher among night owls than among early-morning types, regardless of sex. GMAT scores were also significantly higher among men than women, regardless of chronotype. Morningness/eveningness was not significantly associated with variation in sleep amount or in undergraduate or graduate GPA scores, suggesting that the association between eveningness and high GMAT scores was not due to differences in study effort or skills. Sex, chronotype and baseline cortisol jointly accounted for 14% of the total variance in GMAT scores; baseline cortisol, however, did not mediate the effect of chronotype on GMAT scores. Consistent with the results of previous research, our study shows that the effects of chronotype on cognitive ability and academic performance are relatively small but detectable even among high-achieving individuals. The mechanism linking eveningness and high cognitive function remains unclear but the role of personality traits and neuroendocrine function warrants further investigation.

The Academic Diligence Task (ADT): assessing individual differences in effort on tedious but important schoolwork

The current study reports on the development and validation of the Academic Diligence Task (ADT), designed to assess the tendency to expend effort on academic tasks which are tedious in the moment but valued in the long-term. In this novel online task, students allocate their time between solving simple math problems (framed as beneficial for problem solving skills) and, alternatively, playing Tetris or watching entertaining videos. Using a large sample of high school seniors (N = 921), the ADT demonstrated convergent validity with self-report ratings of Big Five conscientiousness and its facets, self-control and grit, as well as discriminant validity from theoretically unrelated constructs, such as Big Five extraversion, openness, and emotional stability, test anxiety, life satisfaction, and positive and negative affect. The ADT also demonstrated incremental predictive validity for objectively measured GPA, standardized math and reading achievement test scores, high school graduation, and college enrollment, over and beyond demographics and intelligence. Collectively, findings suggest the feasibility of online behavioral measures to assess noncognitive individual differences that predict academic outcomes.

Visual Preferences and Teaching Anxiety of Preservice Mathematics Teachers

Calculus courses and the topics like differentiation and integral in these courses are important for secondary mathematics teacher candidates. Because these courses construct both a basis for the following mathematics courses and cover the topics which preservice teachers will teach when they became a teacher. In addition, the visual preferences of preservice teachers are closely related to the teaching methods they use. The aim of this study is to determine the visual preferences of preservice teachers in the content of integral and to determine the relationship between the teaching anxiety about mathematics. Furthermore the effects of grade level and GPA scores on mathematics teaching anxiety and visual preferences of preservice mathematics teachers will be determined. The study was carried out in 2012-2013 academic year with preservice mathematics teachers grade level 2-5 in a university in Turkey.

A Study of Correlation between High School GPA and CSAT Scores on English in an Academic High School

A Study of Correlation between High School GPA and CSAT Scores on English in an Academic High School

Outcomes of Gamma Knife radiosurgery, bimodality, and trimodality treatment regimens for patients with one or multiple brain metastases: The Columbia University Medical Center experience.

e13032 Background: To report our Gamma Knife Radiosurgery (GKRS) outcomes for brain metastases (BM) based on different treatment modalities and number of BM. Methods: We reviewed all patients treated with GKRS at a single institution for BM from 1998 to 2013. We evaluated outcome according to number of BM, treatment modalities, and other prognostic factors. Results: There were 541 patients (231 men) with median age 62 years (range, 21-94). Histology included 264 (48.8%) lung, 99 (18.4%) breast, 69 (12.8%) melanoma, 42 (7.8%) renal cell carcinoma, 28 (5.2%) gastrointestinal, and 39 (7.2%) other primary cancers. 206 (38.1%) patients received GKRS alone, 114 (21.1%) GKRS plus whole brain radiotherapy (WBRT), 108 (20.0%) underwent GKRS plus neurosurgical resection (NSG), and 113 (20.9%) all three modalities. The median overall survival (OS) correlated with RPA Class (16.3, 10.8, and 6.05 months for classes I, II, and III, respectively (p<0.001) and GPA score (8.9, 11.7, 10.3, and 17.3 months for scores 0-1, 1...