Total Medical College Admission Test Research Articles

Undergraduate GPAs, MCAT Scores, and Academic Performance the First 2 Years in Podiatric Medical School at Des Moines University

This study was performed to determine the relationship between undergraduate academic performance and total Medical College Admission Test score and academic performance in the podiatric medical program at Des Moines University. The allopathic and osteopathic medical professions have published educational research examining this relationship. To our knowledge, no such educational research has been published for podiatric medical education. The undergraduate cumulative and science grade point averages and total Medical College Admission Test scores of four podiatric medical classes (2007-2010, N = 169) were compared with their academic performance in the first 2 years of podiatric medical school using pairwise Pearson product moment correlations and multiple regression analysis. Significant low to moderate positive correlations were identified between undergraduate cumulative and science grade point averages and student academic performance in years 1 and 2 of podiatric medical school for each of the four classes (except one) and the pooled data. There was no significant correlation between Medical College Admission Test score and academic performance in years 1 and 2 (except one) and the pooled data. These results identify undergraduate cumulative grade point average as the strongest cognitive admissions variable in predicting academic performance in the podiatric medicine program at Des Moines University, followed by undergraduate science grade point average. These results also suggest limitations of the total Medical College Admission Test score in predicting academic performance. Information from this study can be used in the admissions process and to monitor student progress.

Can We Predict 4-year Graduation in Podiatric Medical School Using Admission Data?

This study examined the predictive ability of educational background and demographic variables, available at the admission stage, to identify applicants who will graduate in 4 years from podiatric medical school. A logistic regression model was used to identify two predictors of 4-year graduation: age at matriculation and total Medical College Admission Test score. The model was cross-validated using a second independent sample from the same population. Cross-validation gives greater confidence that the results could be more generally applied. Total Medical College Admission Test score was the strongest predictor of 4-year graduation, with age at matriculation being a statistically significant but weaker predictor. Despite the model's capacity to predict 4-year graduation better than random assignment, a sufficient amount of error in prediction remained, suggesting that important predictors are missing from the model. Furthermore, the high rate of false-positives makes it inappropriate to use age and Medical College Admission Test score as admission screens in an attempt to eliminate attrition by not accepting at-risk students.

Effect of Technology on Student Class Performance and Class Absence

This study examined the effect of instructional technology availability on the performance of students enrolled in a medical physiology course at a podiatric medical school. Multiple linear regression analysis was used to predict student overall test performance based on instructional technology, Medical College Admission Test score, undergraduate grade point average, and class absence. The availability of instructional technology was associated with a small decline in mean test performance and a small increase in class absence. Class absence had a negative effect on test performance only when the technology was available. Total Medical College Admission Test score and grade point average were positively correlated with performance. Instructional technology did not enhance absentee student course performance and, indeed, hurt it. Its use as a means of providing access to additional lecture material needs to be reevaluated.

Associations of Medical Student Personality and Health/Wellness Characteristics With Their Medical School Performance Across the Curriculum

To assess the relationships of cognitive and noncognitive performance predictors to medical student preclinical and clinical performance indicators across medical school years 1 to 3 and to evaluate the association of psychological health/wellness factors with performance. In 2010, the authors conducted a cross-sectional, correlational, retrospective study of all 175 students at the Saint Louis University School of Medicine who had just completed their third (first clinical) year. Students were asked to complete assessments of personality, stress, anxiety, depression, social support, and community cohesion. Performance measures included total Medical College Admission Test (MCAT) score, preclinical academic grades, National Board of Medical Examiners subject exam scores, United States Medical Licensing Examination Step 1 score, clinical evaluations, and Humanism in Medicine Honor Society nominations. A total of 152 students (87%) participated. MCAT scores predicted cognitive performance indicators (academic tests), whereas personality variables (conscientiousness, extraversion, empathy) predicted noncognitive indicators (clinical evaluations, humanism nominations). Conscientiousness predicted all clinical skills, extraversion predicted clinical skills reflecting interpersonal behavior, and empathy predicted motivation. Health/wellness variables had limited associations with performance. In multivariate analyses that included control for shelf exam scores, conscientiousness predicted clinical evaluations, and extraversion and empathy predicted humanism nominations. This study identified two sets of skills (cognitive, noncognitive) used during medical school, with minimal overlap across the types of performance (e.g., exam performance versus clinical interpersonal skills) they predict. Medical school admission and evaluation efforts may need to be modified to reflect the importance of personality and other noncognitive factors.

Identifying qualified underrepresented-minority students who otherwise appear to be at academic risk.

To determine whether an academically intense program simulating six weeks of medical school could identify underrepresented-minority students at apparent academic risk who might actually have the time-management and other skills needed to succeed in medical school. In the summer of 1995, 16 premedical students from minorities underrepresented in medicine participated in a six-course, six-week program at the Chicago College of Osteopathic Medicine. Academic credentials prior to participation in the program and performances in the program were compared for students subsequently offered or denied admission to the Chicago College of Osteopathic Medicine. Statistical methods included use of Student's t-test and Pearson correlation coefficients. Of the 16 participants, eight passed at least five courses and were accepted for early admission to the medical school; seven failed two or more courses and were denied admission; and one did not complete the program. The accepted and denied groups could be distinguished statistically by their overall performances in the program, and their performances in four of the six courses, but not by their performances prior to the program: the accepted students had a mean grade-point average of 2.68, SEM, 0.07, versus 2.66, SEM, 0.07, for the denied students, and a mean total Medical College Admission Test score of 16.2, SEM, 0.5, versus 17.0, SEM, 0.7. Programs such as the one at the Chicago College of Osteopathic Medicine might be relatively inexpensive ways for medical schools and underrepresented-minority students at apparent academic risk to learn whether the students are, nevertheless, prepared to succeed academically in medical school.

Relationship of medical students' admission interview scores to their dean's letter ratings.

The authors examined the relationship between the admission interview scores for 62 students in the 1986 entering class at Dartmouth Medical School and the students' dean's letter ratings given four years later; they found the relationship to be significant (V = .372, p = .014) and the interview scores to be better independent predictors of the ratings than were total Medical College Admission Test scores or science grade-point averages. Among the 17 students receiving "strong" admission interview scores, 53% received dean's letter ratings in the top one-third and 47% received ratings in the lower two-thirds. Of those 34 who received "medium" interview scores, 68% received ratings in the lower two-thirds; all 11 students who received "weak" interview scores received ratings in the lower two-thirds. The authors suggest (1) that admission interview scores help schools to identify more clearly those applicants most likely to become strong, competitive performers in residency and (2) that the significant relationship between interview scores and dean's letter ratings indicates a need to discover what qualities the interview actually measures and to consider the methods by which interviewers are trained, rather than to forsake the interview.