Non-cognitive Attributes Research Articles

Effects of anxiety on dental students' noncognitive performance in their first objective structured clinical examination.

Patient-dentist discourse is a core nonoperational competency in dental education. The skills of querying patients and responding to questions are noncognitive attributes, and their evaluation by the standardized patient objective structured clinical examination (OSCE) is particularly necessary. However, it is not clear whether students' test anxiety affects these attributes. This study aims to examine the relationship between dental students' state-trait anxiety, noncognitive performance, and examination results during their first OSCE. A single dental school cohort (n = 226) of 5 year students attending their first clinical examination from 2014 to 2017 was studied. Participants completed the Chinese Mandarin Version State-Trait Anxiety Inventory Y form before taking the OSCE. The difference between state and trait anxiety levels was compared by paired t test. Gender differences and the effect of age group in these anxiety levels were analyzed using multivariate analysis of variance. Moreover, gender, age group, state anxiety, and trait anxiety scores were compared with the OSCE items of noncognitive performance using a chi-square test. Students showed significantly higher state anxiety than trait anxiety levels; moreover, women showed significantly higher state anxiety than men. Furthermore, gender, age group, state anxiety, and trait anxiety had no association with the noncognitive performance examination results. Most participants showed moderate state and trait anxiety levels during their first OSCE. Further, the state-trait anxiety had no significant effect on their noncognitive performance. However, 26.5% of participants did not pass the examination; therefore, dental educators should increase communication skill training courses during clerkship training to improve students' noncognitive attributes.

Improving Our Ability to Predict Resident Applicant Performance: Validity Evidence for a Situational Judgment Test

Construct: We investigated whether a situational judgment test (SJT) designed to measure professionalism in physicians predicts residents’ performance on (a) Accreditation Council for Graduate Medical Education (ACGME) competencies and (b) a multisource professionalism assessment (MPA). Background: There is a consensus regarding the importance of assessing professionalism and interpersonal and communication skills in medical students, residents, and practicing physicians. Nonetheless, these noncognitive competencies are not well measured during medical education selection processes. One promising method for measuring these noncognitive competencies is the SJT. In a typical SJT, respondents are presented with written or video-based scenarios and asked to make choices from a set of alternative courses of action. Interpersonally oriented SJTs are commonly used for selection to medical schools in the United Kingdom and Belgium and for postgraduate selection of trainees to medical practice in Belgium, Singapore, Canada, and Australia. However, despite international evidence suggesting that SJTs are useful predictors of in-training performance, end-of-training performance, supervisory ratings of performance, and clinical skills licensing objective structured clinical examinations, the use of interpersonally oriented SJTs in residency settings in the United States has been infrequently investigated. The purpose of this study was to investigate whether residents’ performance on an SJT designed to measure professionalism-related competencies—conscientiousness, integrity, accountability, aspiring to excellence, teamwork, stress tolerance, and patient-centered care—predicts both their current and future performance as residents on two important but conceptually distinct criteria: ACGME competencies and the MPA. Approach: We developed an SJT to measure seven dimensions of professionalism. During calendar year 2017, 21 residency programs from 2 institutions administered the SJT. We conducted analyses to determine the validity of SJT and USMLE scores in predicting milestone performance in ACGME core competency domains and the MPA in June 2017 and 3 months later in September 2017 for the MPA and 1 year later, in June 2018, for ACGME domains. Results: At both periods, the SJT score predicted overall ACGME milestone performance (r = .13 and .17, respectively; p < .05) and MPA performance (r = .19 and .21, respectively; p < .05). In addition, the SJT predicted ACGME patient care, systems-based practice, practice-based learning and improvement, interpersonal and communication skills, and professionalism competencies (r = .16, .15, .15, .17, and .16, respectively; p < .05) 1 year later. The SJT score contributed incremental validity over USMLE scores in predicting overall ACGME milestone performance (ΔR = .07) 1 year later and MPA performance (ΔR = .05) 3 months later. Conclusions: SJTs show promise as a method for assessing noncognitive attributes in residency program applicants. The SJT’s incremental validity to the USMLE series in this study underscores the importance of moving beyond these standardized tests to a more holistic review of candidates that includes both cognitive and noncognitive measures.

Interviewer perceptions during the implementation of the multiple mini-interview model at a school of pharmacy

IntroductionStudies reveal positive interviewer perceptions of multiple mini-interview (MMI) upon MMI completion. No studies evaluate change in interviewer perceptions during MMI implementation. The objective was to evaluate the change in interviewer perceptions during the implementation of the MMI model at the University of Toledo College of Pharmacy and Pharmaceutical Sciences. MethodsInterviewers (faculty volunteers, preceptors, student pharmacists) were eligible for inclusion in the prospective cohort. Consenting individuals (1) completed a pre-MMI training survey regarding perceptions of MMI, (2) participated in a 90-minute MMI training program (PowerPoint presentation and review of videos demonstrating MMI practices), (3) completed a post-MMI training survey, and (4) after interviews, completed a post-interview survey. The six Likert-scale MMI perception questions were independently analyzed for changes in the rank response across the three survey time points using Friedman's nonparametric repeated-measures analysis. Each question was evaluated for all respondents together, and for nine different respondent subgroups. The overall criteria for significance was α = 0.05 for each question, with Bonferroni correction for the ten overall comparisons made for each question. ResultsThirty-two interviewers participated (20 faculty members, five preceptors, and seven student pharmacists). From the pre-MMI training survey through the post-interview survey, interviewers gained confidence in their ability to explain the rationale behind the MMI model, were more likely to agree that six minutes was adequate time to assess an applicant and believed MMI provides a fair assessment of an applicant's noncognitive attributes. ConclusionsAfter interviewers received training and gained experience with MMI, perceptions of MMI improved.

Structuring First-Year Retention at a Regional Public Institution: Validating and Refining Bowman’s SEM Analysis

Structural Equation Modeling (SEM) considering how students’ non-cognitive attributes influence first-year college student persistence remain extraordinarily rare – as are studies that test and expand upon published structural models or studies that include college student food security. This study addresses each. We surveyed “Beginner” Freshmen, capturing eight non-cognitive measurements and using institutional data on performance and fall-to-fall persistence measures. We then tested the Bowman et al.’s (2019) SEM model. In Model 1, we mimic the Bowman model’s financial variable by only including financial stress. We confirm that Bowman is a good structural model of student persistence, although our data were collected for another purpose, using different scales for non-cognitive elements and even one different non-cognitive measurement. We found students’ non-cognitive attributes remain importantly influential to social adjustment (r=.65), commitment to persist (r=.40), college GPA (r=.25), and fall-to-fall persistence (r=.30). In Model 2, we generated a latent financial health variable including financial stress and food security. Including food security generated a direct influence from the financial health variable to high-school GPA (r=.25), not found in the Bowman model or Model 1, and a direct significant relationship from financial health to social adjustment (r=.11) – not found in Model 1. Further changes are observed in the indirect relationship from financial health to college GPA from Model 1 (r=.29) to Model 2 (r=.51). We highlight the robustness of the Bowman model and that the inclusion of food security brings increased strength to several relationships without sacrificing optimal fit.

Using Multiple Mini-Interviews for Students' Admissions in Pakistan: A Pilot Study.

BackgroundA significant challenge continuing to face medical educators is the development of an effective method for student admissions into medical school. Conventional interviews have been commonly used for assessment of non-cognitive skills; however, they are subject to different biases and lack of standardization. The present study aims to determine the validity, reliability, feasibility, and acceptability of implementing Multiple Mini-Interviews (MMI) as a selection method for undergraduate medical students.MethodsMMI consisting of 8 stations was developed and implemented. A variance component analysis was computed to identify different sources of variance and estimate overall reliability. Content validity was established by seeking consensus on non-cognitive attributes desired by stakeholders. Acceptability and feasibility were determined by a post-MMI questionnaire.ResultsA total of 381 out of 450 (84.66%) candidates participated in the study. The G coefficient was 0.70. Participants found MMI as an acceptable and feasible method of assessment, with 75% of candidates and 95% of assessors preferring MMI to traditional interviews.ConclusionMMI as an assessment method for students’ admissions demonstrated reliable findings. Stakeholders found it feasible and acceptable. Individual institutions can tailor the stations towards selection of the characteristics that are most valued within their local context.

Implementation of a modified multiple mini-interview method to assess non-cognitive qualities during resident candidate interviews

Background and purposeConventional onsite interview methods often make comparing applicants difficult. Literature has noted conventional interviews leave room for bias and high interrater variability, making non-cognitive attributes difficult to ascertain. In 2016, the residency committee of a small, multi-site, academic-based postgraduate year one residency program implemented a modified multiple mini-interview (MMI) approach as a component of the residency interview process to better qualify candidate attributes. Educational activity and settingA modified MMI was developed to address the non-cognitive attributes, ethical reasoning, communication, and professionalism. Scenarios, scripts, questions, and rubrics were developed by residency committee members. The author of the case was assigned to role play that scenario with candidates while other committee members silently observed. Candidates and residency committee members were surveyed to explore their perception of the MMI as a component of the residency interview process. FindingsThirty-one candidates have been interviewed since the incorporation of the modified MMI. Of those, 20 completed the post-interview survey. The majority of resident candidates (55%) completing the survey felt they were able to portray strengths and abilities more effectively vs. a conventional interview. Of the five residency committee members, all (100%) completed the survey and all (100%) perceived implementation of the modified MMI provided increased confidence in determining candidate ranking. SummaryImplementation of a modified MMI approach to an onsite residency interview process assisted residency committee members in assessing non-cognitive attributes and contributed to greater confidence in determining resident candidate ranking.

Coming to College Hungry: How Food Insecurity Relates to Amotivation, Stress, Engagement, and First-Semester Performance in a 4-Year University

This descriptive, single-university study (N=700) joined institutional, external, and survey data to examine first-year students’ food insecurity links to non-cognitive attributes and first-semester performance and persistence. Regressions indicate LGBTQ, multi-racial, international, transfer, and first-generation students exhibit increased food insecurity. Food insecurity linked with psychological distress, financial stress, amotivation, and intent to engage with peers but not to faculty, staff, and academic engagement. Food insecurity is also associated with lower first-semester GPA and credits earned. Findings strengthen limited evidence that food insecurity links to college students’ experience, suggesting groups of already-underserved students may need immediate support to ease food insecurity.

Cognitive and noncognitive predictors of success

When predicting success, how important are personal attributes other than cognitive ability? To address this question, we capitalized on a full decade of prospective, longitudinal data from n = 11,258 cadets entering training at the US Military Academy at West Point. Prior to training, cognitive ability was negatively correlated with both physical ability and grit. Cognitive ability emerged as the strongest predictor of academic and military grades, but noncognitive attributes were more prognostic of other achievement outcomes, including successful completion of initiation training and 4-y graduation. We conclude that noncognitive aspects of human capital deserve greater attention from both scientists and practitioners interested in predicting real-world success.

Developing a situational judgement test for admission into initial teacher education in Oman: An exploratory study

ABSTRACT In Oman, applicants are selected for initial teacher education programs (ITEPs) based mainly on their academic achievements. Applicants’ non-cognitive attributes (NCAs) (e.g., resilience and motivation) receive less attention. Situational judgment tests (SJTs) are a type of simulation test that are used in the candidate selection process for different professions. We aim to (a) develop an SJT for selecting ITEP applicants in Oman, (b) explore its psychometric properties, and (c) explore applicants’ reactions to the test. There were four study phases. Phase 1 used a multi-step design to explore the NCAs’ underlying teacher effectiveness. Phase 2 used these NCAs to develop an SJT with working teachers (N = 116). The developed SJT was initially piloted in Phase 3 with new ITEP candidates (N = 171) and was then piloted with other criterion measures in Phase 4 (N = 142). Results demonstrated good SJT internal consistency (α = .75). SJT scores correlated significantly with scores on two facets of the Big Five personality measure (i.e., conscientiousness and agreeableness). Additionally, SJT scores were positively correlated with participants’ GPA, but not with their interview scores. Participants’ reactions to the SJT were positive. With further research, SJTs could prove helpful for selecting teachers in Oman.

Using the Core Competencies for New Physician Assistant Graduates to Prioritize Admission Criteria for PA Practice in 2025.

In a fast-changing medical and educational environment, it is incumbent upon the physician assistant (PA) education community to periodically consider what the future practice environment might look like for our graduates. Changes in technology, regulation, reimbursement, health system economics, and health care delivery are among the many forces shaping the practice environment of the future. The 2018 Physician Assistant Education Association (PAEA) Presidents Commission reflected on what PA practice might look like in 2025 and used the Association's Core Competencies for New PA Graduates to consider what characteristics might therefore be required of the PA graduates who will practice in this future. We postulate that the future PA practice environment will require enhanced skills in such areas as interpreting technology-driven clinical data for patients and practices, consulting effectively with increasingly specialized members of health care teams, understanding population health and predictive analytics, and knowing how to access and critically assess new medical information. Working backward, we identify certain noncognitive attributes that will likely need to be prioritized in our admission processes and suggest some tools that can be used to assess them. These attributes include ethical responsibility, communication, critical thinking, situational judgment, and professionalism. As with all Presidents Commission articles, this piece is intended primarily to stimulate thought, dialogue, and future research. We encourage all faculty to participate in this dialogue, through the new PAEA Digital Learning Hub (https://paealearning.org/learn/digital-learning-hub/) and other channels.

Is Grit the New Fit?—Assessing Non-Cognitive Variables in Orthopedic Surgery Trainees

The purpose of this study was to determine overall levels of grit, self-control, and conscientiousness among orthopedic surgery residents, to compare levels of grit across orthopedic resident training levels, and to identify common applicant variables which may correlate with these valuable noncognitive attributes. A cross-sectional study composed of a confidential electronic survey consisting of a 17-item Grit scale, 10-item Self-control scale, and 9-item Conscientiousness scale was completed by Orthopedic residents and fellows. Department of Orthopedic Surgery, Mayo Clinic, Rochester, MN; a tertiary medical center. Grit, ambition, consistency of interest, perseverance of effort, self-control, and conscientiousness were assessed in orthopedic surgery residents and fellows. The survey was distributed to program coordinators of ACGME accredited Orthopedic Surgery residency programs and fellowship. 431 (431 out of 621, 69.4%) respondents completed the assessment. Orthopedic residents demonstrated high baseline levels of grit (4.0 of 5.0), self-control (3.8 of 5.0), and conscientiousness (4.4 of 5.0). The grit score of 4.0 places them in the 65th percentile of the general adult population. There were no significant differences in scores between training levels of orthopedic residents and fellows. Significantly higher self-control scores were seen in female trainees (p = 0.042), inductees of Alpha Omega Alpha honor society (p = 0.008), and those with higher numbers of publications (p = 0.037). Orthopedic trainees with more publications scored higher in the ambition sub-score (0 publications: 4.0 ± 0.7; 1-3 publications: 4.2 ± 0.5, 3 or more publications: 4.3 ± 0.5; p < 0.001). Orthopedic surgery residents demonstrated high levels of grit compared to the general population. Key objective variables utilized in the residency application process including Alpha Omega Alpha status and volume of research publications were predictive of these qualities.

Effect of Applicant Gender on Multiple Mini-Interview Admissions Score.

Admissions criteria for physician assistant (PA) schools vary considerably, but they often involve a combination of academic measures, noncognitive "humanistic" qualities, and mission-related items. To address noncognitive attributes, some PA schools have implemented the multiple mini-interview (MMI) format developed at McMaster University in Canada. This research project looked at differences in interview scores by gender over 3 consecutive admissions cycles at one PA program. Three years of pre-existing de-identified data gathered as part of the routine admissions process were analyzed retrospectively using SPSS-v25. Data were available for all interviewees for 2015, 2016, and 2017 (N = 350 total). Between-group differences were not statistically significant by gender. Reliability (Cronbach's α) was 0.865 for academic scoring and 0.694 for MMI scoring. Analysis of 3 years of admissions data from a single program did not show evidence for gender bias in MMI scores. Although this result is reassuring, it requires continued monitoring and replication.

Educational gradient of health in rural China

The aim of this paper is to examine whether and how rural residents’ educational attainment is associated with their self-rated health in China. Taking advantage of the National Exercise Facility Survey that was collected between December 2015 and March 2016, we find that educational attainment has a significant and positive correlation with self-rated health, net of the effects of age, gender, and geographical region. This correlation is mediated by factors such as perceived importance of exercise and healthy lifestyle. Relatively, people’s cognitive knowledge about health-related information and material resource access fail to play a significant mediating role. The findings highlight the non-material and non-cognitive attributes of educational attainment in shaping the gradient of health in the rural setting of China. Interventions that expand formal education to the mass and optimize teaching contents may offer an effective means to balance the health gradient.

Strengths-Based Analysis of Student Success in Online Courses

Online courses today give a broad, diverse population access to higher education. Despite postsecondary institutions embracing this opportunity, scholarly literature reveals persistent concern over low retention rates in online courses. In response to this concern, an explanatory sequential, mixed methods study was conducted in three phases at a public research university to simultaneously explore personal, circumstantial, and course variables associated with student success from a strengths-based perspective. Existing data on student enrollments across four years were analyzed. A subset of Phase One students from a single semester were invited in the second phase to complete an assessment of non-cognitive attributes and personal perceptions, followed in the third phase by interviews among a stratified sample of successful students from the previous phase to elaborate on factors impacting their success. Quantitative analyses identified seven individual variables with statistical and practical significance for online student success. Interestingly, the combination of factors classified as predictive of success changed with student academic standing. The impact of differential success factors across academic experience may explain mixed results in previous studies. The themes that emerged from the interviews with students were congruent with quantitative findings. A unique perspective was shared when students discussed “teaching themselves,” providing additional insight into perceptions of teaching presence not formerly understood. The combination of a more contextual research approach, a strengths-based perspective, and insights from student perceptions yielded implications for educational practice.

Primary teachers’ perceptions that impact upon track recommendations regarding pupils’ enrolment in secondary education: a path analysis

In less meritocratic educational systems, teachers’ decision-making processes and their perceptions of pupils are essential for the practice of pupils’ allocation at transitory moments. The present study investigated how perceptions held by teachers impact upon teacher track recommendations regarding pupils’ enrolment in secondary education in Flanders. By means of structural equation modelling, we studied the hypothesised impact of pupils’ cognitive (i.e. maths skills, language skills and technical skills) and non-cognitive (i.e. school-appropriate behaviours and personal-social behaviours) attributes and of teacher–pupil relationships, as perceived by the teachers. Additionally, we addressed the hypothesised (mediated) impact of perceived parental involvement in education and parents’ socio-economic status (SES) and ethnicity, as social and cultural parental background characteristics. Results show that teacher track recommendations are best directly predicted by pupils’ perceived maths skills. Also pupils’ perceived school-appropriate behaviours and parents’ SES substantially and directly predict teacher track recommendations. Teacher track recommendations are further indirectly affected by perceived parental involvement in education, parents’ SES and parents’ ethnicity.

First-Year Doctor of Physical Therapy Students Demonstrate Change in Coping With Stress

Background and Purpose. Admission to a Doctor of Physical Therapy (DPT) program has traditionally required a determined cognitive level with less emphasis being placed on noncognitive attributes. It is now appreciated that many noncognitive factors such as coping self-efficacy, resilience, and emotional intelligence can factor into students' ability to successfully complete a graduate program that presents with increased workload and other demands that can invoke stress. To maximize success, students must be able to effectively cope with these stresses. The first purpose of this study was to determine if a cohort of students enter a DPT program with similar perceptions of their abilities to cope with stress. The second purpose was to determine if perceived coping abilities and specific coping strategies of this cohort changed over the first year of the program. Subjects. Physical therapy students enrolled in the first year of a 3-year DPT program at a Midwestern university were invited to participate. Of this cohort, 29 (60%) responded to the first survey, 23 (79%) of the initial participants completed the second survey, and 19 (65%) completed the third survey. Methods. An electronic survey was sent to these students at the beginning of their first, second, and third semesters. Students completed the survey anonymously. The Coping Self-Efficacy Scale (CSE) was used along with open-ended prompts about students' coping strategies and sources of stress. Repeated-measures analysis of variance (ANOVA) and post hoc paired t tests with Bonferroni correction were used to compare mean CSE scores between each semester. Qualitative content analysis of the responses from the open-ended questions was completed. Results. The mean CSE score from the initial survey was 6.35 (SD ± 0.32). Of the 26 questions in the CSE survey, 19 questions had a variance in score of eight points or more on a 10-point scale. There was a statistically significant difference between CSE scores over the three testing periods as determined by a repeated-measures ANOVA, F(2,50) = 79.19, P &lt; .001). A Bonferroni post hoc test revealed that the differences between CSE scores occurred between all levels of testing (P &lt; .001). Five themes describing active coping strategies and one theme of avoidance strategy emerged in the first round of data collection. In the second and third rounds of data collection, the avoidance strategy theme disappeared and only active strategies were mentioned. Discussion. The ability to cope with stress is an important factor affecting a student's success in an academic program. In this study, there was wide variability in students' perceived ability to cope with stress as determined from the CSE score when entering a DPT program. Statistically significant increases in CSE scores over each subsequent semester indicated improved confidence in coping ability after succeeding despite stressful situations typical of the first year of a DPT program. Qualitative themes from open-ended prompts about coping strategies also supported this conclusion. Findings suggest that planned intervention on the part of academic faculty to further facilitate this growth in coping ability should be considered to increase student success.

Understanding the Link Between Noncognitive Attributes and College Retention

The attention to students’ noncognitive attributes has recently flourished within academic research and public discourse. This paper adds to the literature by examining the interrelationships among several key noncognitive attributes as well as exploring direct and indirect relationships between noncognitive attributes and second-year retention. Within a multi-institutional sample of 10,622 students, academic self-efficacy, academic grit, self-discipline, and time management all load onto a single noncognitive factor with strong inter-item correlations and internal reliability. Moreover, structural equation modeling analyses indicate a sizable and positive indirect effect of noncognitive attributes on college retention, which is mediated by social adjustment, institutional commitment, and college grade point average.

ElectronixTutor: an intelligent tutoring system with multiple learning resources for electronics

BackgroundThe Office of Naval Research (ONR) organized a STEM Challenge initiative to explore how intelligent tutoring systems (ITSs) can be developed in a reasonable amount of time to help students learn STEM topics. This competitive initiative sponsored four teams that separately developed systems that covered topics in mathematics, electronics, and dynamical systems. After the teams shared their progress at the conclusion of an 18-month period, the ONR decided to fund a joint applied project in the Navy that integrated those systems on the subject matter of electronic circuits. The University of Memphis took the lead in integrating these systems in an intelligent tutoring system called ElectronixTutor. This article describes the architecture of ElectronixTutor, the learning resources that feed into it, and the empirical findings that support the effectiveness of its constituent ITS learning resources.ResultsA fully integrated ElectronixTutor was developed that included several intelligent learning resources (AutoTutor, Dragoon, LearnForm, ASSISTments, BEETLE-II) as well as texts and videos. The architecture includes a student model that has (a) a common set of knowledge components on electronic circuits to which individual learning resources contribute and (b) a record of student performance on the knowledge components as well as a set of cognitive and non-cognitive attributes. There is a recommender system that uses the student model to guide the student on a small set of sensible next steps in their training. The individual components of ElectronixTutor have shown learning gains in previous decades of research.ConclusionsThe ElectronixTutor system successfully combines multiple empirically based components into one system to teach a STEM topic (electronics) to students. A prototype of this intelligent tutoring system has been developed and is currently being tested. ElectronixTutor is unique in its assembling a group of well-tested intelligent tutoring systems into a single integrated learning environment.

National context and teacher characteristics: Exploring the critical non-cognitive attributes of novice teachers in four countries

The purpose of this article was to examine what education professionals in four countries (England, Finland, Malawi, and Oman) deemed as the critical (i.e., most important for effective teaching) non-cognitive attributes of novice teachers. Results from an iterative comparative case study showed that participants consistently judged certain attributes of novice teachers as critical, i.e., empathy, organization, and resilience. However, there was also differential importance placed on teachers’ relationships with the community, reflecting theorized cultural differences. The findings provide new insight into how national and cultural context are associated with the perceptions of the critical non-cognitive attributes of effective teachers.

Noncognitive Attributes in Physician Assistant Education.

Physician assistant (PA) admissions processes have typically given more weight to cognitive attributes than to noncognitive ones, both because a high level of cognitive ability is needed for a career in medicine and because cognitive factors are easier to measure. However, there is a growing consensus across the health professions that noncognitive attributes such as emotional intelligence, empathy, and professionalism are important for success in clinical practice and optimal care of patients. There is also some evidence that a move toward more holistic admissions practices, including evaluation of noncognitive attributes, can have a positive effect on diversity. The need for these noncognitive attributes in clinicians is being reinforced by changes in the US health care system, including shifting patient demographics and a growing emphasis on team-based care and patient satisfaction, and the need for clinicians to help patients interpret complex medical information. The 2016 Physician Assistant Education Association Stakeholder Summit revealed certain behavioral and affective qualities that employers of PAs value and sometimes find lacking in new graduates. Although there are still gaps in the evidence base, some tools and technologies currently exist to more accurately measure noncognitive variables. We propose some possible strategies and tools that PA programs can use to formalize the way they select for noncognitive attributes. Since PA programs have, on average, only 27 months to educate students, programs may need to focus more resources on selecting for these attributes than teaching them.