Undergraduate GPA Research Articles

Longitudinal examination of perceived stress and academic performance of first-year student pharmacists

IntroductionFirst-year pharmacy students (P1s) may experience a number of stressors that may affect academic performance due to the transition into a professional program. Study objectives were to evaluate student demographic and pre-pharmacy factors associated with perceived stress among P1s, analyze relative change in perceived stress over the P1 year, and assess associations between perceived stress and academic performance. MethodsThe Perceived Stress Scale (PSS-10) was administered three times to P1s: during orientation, midpoint of fall semester, and midpoint of spring semester. Data were also collected using school records, including demographics, P1 fall grade point average (GPA), P1 spring GPA, and P1 year GPA. Paired-sample t-tests, independent samples t-tests, Analysis of Variance, correlational analysis, and multiple linear regression were conducted. ResultsOf 202 P1s, 201 (99.5%) completed the orientation survey administration and 110 (54.5%) completed all three administrations. PSS-10 score significantly increased across survey administrations. Differences in PSS-10 scores at orientation were noted based on gender and race/ethnicity (P < .05), with female and minority students experiencing greater levels of stress. PSS-10 score (spring administration) was significantly, inversely correlated to P1 fall GPA, spring GPA, and year GPA (P < .05). Undergraduate science GPA, PSS-10 score (orientation administration), and age were included in the final version of the regression model as significant predictors of P1 year GPA. ConclusionsPerceived stress increased over the P1 year, and higher perceived stress was associated with lower P1 academic performance. Future studies should examine strategies to assist P1s in managing stress.

Applicant Selection to a Regional Medical Training Program: A Structural Analysis of Interviewer Assessments

Introduction: For regional campuses with specific program foci, assessing applicant fit necessarily extends beyond academic and professional factors. Based on assessments of applicants to a regional Rural Physician Leadership Program (RPLP), this study explores the relationship of academic and socio-demographic factors with interviewers’ ratings of: (1) likelihood of eventually practicing in a rural area of the state; and (2) overall acceptability to medical school.&#x0D; Methods: The study population consisted of 163 first-time RPLP applicants interviewed independently from 2009-2016 by two faculty members at both main and regional medical campuses. Path analysis was used to calculate direct, indirect, and total effects of applicants’ socio-demographic and academic characteristics on interviewers’ composite ratings. This study protocol (#17-0198-X3B) was approved as exempt by the governing Institutional Review Board; the authors report no conflicts of interest.&#x0D; Results: The combined influence of being an in-state resident with rural Appalachian origins, combined with undergraduate GPA, explained 40.7% of the variance in applicants’ predicted likelihood of practicing in rural Kentucky. In terms of applicant acceptability, the strongest direct effects were exerted by academic factors, GPA and total MCAT score, and the sole preceding endogenous variable: likelihood of rural in-state practice. However, two other background factors were modestly but significantly directly associated with overall acceptability: (1) age; and (2) residence. Specifying likelihood of rural practice as an intervening variable explained 42.5% of the variance in applicant acceptability and provided a good fit to the sample data (X2 = 3.19, df = 4 , p = .526, CFI = 1.000, RLI = 1.018, RMSEA = .000).&#x0D; Conclusions: Interviewers appear to be assessing programmatic, mission-specific “fit” within the broader context of applicants’ abilities to navigate a demanding professional training curriculum. Future research should examine graduates’ eventual practice locations and intermediate academic performance as empirical validity of faculty interviewers’ assessments. Similarly, pre-professional pipeline efforts should better coordinate with training programs to provide consistent opportunities to nurture interest in mission-specific outcomes.

Predicting Clinical Success in Speech-Language Pathology Graduate Students

Purpose Admissions committees rely heavily on quantitative academic variables such as undergraduate grade point average (UGPA) and scores on the Graduate Record Examination (GRE). However, the ability of these factors to predict the clinical success of speech-language pathology (SLP) graduate students has not been substantiated. The purpose of the current study was to examine the relationship between academic variables (i.e., UGPA, major grade point average, GRE scores) and nonacademic variables (i.e., age, personality type, prior work experience in the field) and determine the degree to which each of these variables predicts clinical success. Method Data were extracted from academic records of 45 students enrolled in a graduate SLP program at a public institution of higher learning between 2014 and 2016. Descriptive statistics and correlation coefficients were used to identify the relationships between academic and nonacademic variables with clinical success. Results Correlation results did not identify a significant relationship between academic variables and clinical success as well as between nonacademic variables and clinical success. However, relationships between the academic variables and nonacademic variables were discovered. Predictive power of clinical success was not identified due to lack of correlations between the variables. Conclusions Academic variables (GRE, UGPA, major grade point average) nor nonacademic variables (age, personality type, previous work experience) were found to have a significant correlation to clinical success in SLP graduate students. There continues to be a lack of evidence in identifying individual variables as sole predictors for success in SLP graduate programs.

Impact of Undergraduate Research and Student Characteristics on Student Success Metrics at an Urban, Minority Serving, Commuter, Public Institution

Challenges to establishing and maintaining undergraduate research programs include how to demonstrate impact as evidence for future funding, establish eligibility criteria when resources are limited, and assess new components. To address, undergraduate researcher GPA, credit accumulation and time to graduation were evaluated longitudinally, at an urban, public, minority and Hispanic serving, commuter college. Students who participated in undergraduate research and matched peers were also compared. Evaluation revealed that all groups benefited from participation in undergraduate research, whether they had full or part-time status, were STEM or non-STEM majors, or participated in single or multiple semesters of research. Addition of mandatory workshops after the fourth year of the seven years of students evaluated, correlated with longer participation in voluntary undergraduate research. Longer participation correlated with higher GPAs. Students who began research with no GPA, indicating that they were first-time freshmen or transfer students, were more likely to have low GPAs during the semester of participation, suggesting that a successful semester at the college before eligibility may be an evidence-based criteria to implement.

Predictors of success on the MCAT among post-baccalaureate pre-medicine students

Post-baccalaureate pre-medicine programs (PBPMP) provide prerequisite coursework for non-life science majors who aspire to become physicians. Students entering these programs generally do not have previous college-level exposure to the natural sciences. This pilot study was conducted to determine characteristics of scientifically naive, career changer, pre-medical students that may be used by PBPMP admissions committees. Statistical analyses were performed between Medical College Admission Test (MCAT) scores and student gender, Scholastic Aptitude Test (SAT) scores, undergraduate field of study, and undergraduate Grade Point Average (GPA). While relationships between certain subscores on the SAT and MCAT were found, data suggest that other non-quantitative metrics be considered as predictors of performance among PBPMP students.

Academic Predictors of MCAT performance for Post‐baccalaureate Pre‐medical program students

Career changers, i.e. students who did not major in the traditional pre‐medicine fields like chemistry and biology, presently constitute a large percentage of medical school applicants. Post‐baccalaureate pre‐medical programs (PBPMP) provide prerequisite coursework for non‐life science majors who aspire to become physicians. Curriculum includes physics, general and organic chemistry, biology and biochemistry. Students entering these programs generally do not have significant exposure to natural sciences, and are considered “scientifically naïve”. Therefore, post‐baccalaureate programs are searching for criteria for admission process to help identify applicants with potential to succeed in PBPMP and matriculate into medical schools.This study analyzed academic metrics of career changer pre‐medical students to predict their success on mandatory Medical College Admission Test (MCAT). Data analysis correlated MCAT scores with gender, high school Scholastic Aptitude Test (SAT) scores, undergraduate major or field of study, and undergraduate Grade Point Average (GPA). Undergraduate GPA is not correlated with performance on MCAT. Analysis yielded positive correlations between MCAT scores and SAT scores, and between MCAT and undergraduate non‐science major/field of study. The results provide insight into academic metrics that could predict future success on MCAT and matriculation into medical school. While positive correlations between certain sub‐scores on the SAT and MCAT were found, other holistic non‐quantitative characteristics should be considered for medical school admission.

Medical Students’ Fear of Death in a Gross Anatomy Course with Cadaveric Dissection

BackgroundPrior research suggests that medical students with higher fear of death are more likely to feel that providing care to terminally ill patients would have a negative personal impact. This negative perception concerning end‐of‐life care may carry into students’ careers as clinicians. Previous studies have shown that physicians with higher fear of death reported more difficulty in end‐of‐life communication and decision‐making. Because cadaveric dissection serves as an important introduction to death and dying issues, it is important to understand how this experience relates to students’ fear of death.AimThe current study aimed to identify which demographic characteristics are associated with medical student fear of death and describe how fear of death changes throughout the duration of a gross anatomy course with cadaveric dissection.MethodsProcedures were carried out according to the protocol approved by the Institutional Review Board of the University of Mississippi Medical Center (IRB # 2018‐0221) and informed consent was obtained from all participants. First year medical gross anatomy students’ were surveyed during the fall semester of 2019. Fear of death was surveyed using sixteen items from three subscales of the Multidimensional Fear of Death Scale (MFODS): Fear of the Dead (6 items), Fear of Being Destroyed (4 items), and Fear for the Body After Death (6 items). For each item, students use a Likert type scale to select the degree to which they agree or disagree with the statement, with lower scores indicating a higher fear of death. Baseline fear of death scores and demographic data (age, gender, undergraduate GPA, MCAT, and prior anatomy experience) were collected on the first day of the course, prior to beginning cadaveric dissection. These baseline scores were then correlated to demographics. To determine how fear of death changed throughout the course, the MFODS was also given at each of the four block examinations. This data was analyzed using repeated measures ANOVA.ResultsOf the 170 students invited to participate, 143 (84.1%) completed the baseline survey. Of those students, 57.3% had a prior anatomy experience while only 25.2% had prior exposure to cadavers. At the time of the baseline survey, average scores for the MFODS subscales were: Fear of the Dead (20.13 out of 30); Fear of Being Destroyed (13.57 out of 20); Fear for the Body After Death (22.99 out of 30). Complete data is currently being collected and analyzed.DiscussionResults of this study will determine if medical students’ fear of death is associated with specific demographic characteristics and how fear of death changes throughout a gross anatomy course. Understanding these relationships will allow instructors to implement interventions to support students with higher fear of death and identify a time point at which an intervention would be most beneficial. Ultimately, this would provide another means to support medical students and train physicians who are well equipped to handle end‐of‐life issues.

The Effects of Student Background and Peer Group Background on Anatomy Performance

As medical school curricula incorporate more active learning sessions, quality peer‐to‐peer interactions become increasingly important in the learning process. Students possess unique backgrounds and attributes that may help bolster not only their individual performance, but the performance of their peers as well. At the University of Arizona College of Medicine – Phoenix, the Clinical Anatomy (CA) block employs a hybrid approach: integrating lecture and lab activities to enhance active, peer‐driven learning. Five to six students are randomly assigned to a willed body donor for the entire course, with one instructor per table. The first half of each session consists of a slide presentation interspersed with stopping points to view structures on the right side of the donor, dissected the day before by allied health students. For the remainder of the session, the medical students dissect the left side of the donor and participate in quizzing activities with their table instructor. The objective of this study is to determine whether there is a correlation between a student’s pre‐medical school background, the background of their peer group, and CA exam performance. Retrospective, de‐identified data were collected from 285 first‐year medical students from four classes (2019–2022), including: age, gender, race, ethnicity, college, science and cumulative undergraduate GPA, undergraduate major, anatomy table group, and individual and cumulative CA exam scores. Univariate and multivariate linear regressions were utilized to assess the relationships between student characteristics and anatomy exam scores. Within the univariate analysis, students &gt;30 years old scored lower than peers on exams 1 and 2 (p&lt;0.01) and had a lower cumulative average (−5.7 mean difference, p&lt;0.01), while students with MCAT scores ≥513 performed better than peers on exams 2 and 3 (p&lt;0.05 and p&lt;0.01, respectively) and had a higher cumulative average (+1.9 mean difference, p&lt;0.05). Furthermore, students who had attended private undergraduate institutions scored higher than peers on exams 2 and 3 (p&lt;0.01) and had a higher cumulative average (+2.6 mean difference, p&lt;0.01), while students who had attended institutions outside Arizona scored higher than peers on exams 2 and 3 (p&lt;0.05) and had a higher cumulative average (+1.3 mean difference, p&lt;0.05). However, the multivariate analysis revealed significant relationships for only one parameter, with students &gt;30 years old scoring lower than peers on exams 1 and 2 (p&lt;0.01 and p&lt;0.05, respectively) and demonstrating a lower cumulative average (−5.5 mean difference, p&lt;0.05). Further analyses will elucidate the potential effect of peer group background on CA exam performance; however, these results indicate that most background characteristics do not correlate with performance in anatomy.

The Validity of Scores From the New MCAT Exam in Predicting Student Performance: Results From a Multisite Study.

The new Medical College Admission Test (MCAT) was introduced in April 2015. This report presents findings from the first study of the validity of scores from the new MCAT exam in predicting student performance in the first year of medical school (M1). The authors analyzed data from the national population of 2016 matriculants with scores from the new MCAT exam (N = 7,970) and the sample of 2016 matriculants (N = 955) from 16 medical schools who volunteered to participate in the validity research. They examined correlations of students' MCAT total scores and total undergraduate grade point averages (UGPAs), alone and together, with their summative performance in M1, and the success rate of students with different MCAT scores in their on-time progression to the second year of medical school (M2). They assessed whether MCAT scores provided comparable prediction of performance in M1 by students' race/ethnicity, socioeconomic background, and gender. Correlations of MCAT scores with summative performance in M1 ranged from medium to large. Although MCAT scores and UGPAs provided similar prediction of performance in M1, using both metrics provided better prediction than either alone. Additionally, students with a wide range of MCAT scores progressed to M2 on time. Finally, MCAT scores provided comparable prediction of performance in M1 for students from different sociodemographic backgrounds. This study provides early evidence that scores from the new MCAT exam predict student performance in M1. Future research will examine the validity of MCAT scores in predicting performance in later years.

ÖZEL EĞİTİM ÖĞRETMEN ADAYLARININ MATEMATİK ÖĞRETİMİNE YÖNELİK ÖZ YETERLİK İNANÇLARININ FARKLI DEĞİŞKENLER AÇISINDAN İNCELENMESİ

Self-efficacy belief is a concept that shapes the behaviors of in-service and pre-service teachers during the teaching process. Accordingly, the aim of this study was to determine the self-efficacy beliefs of preservice teachers in special education department about mathematics education. In the study, “Self-Efficacy Scale for Mathematics Teaching” likert type scale survey was used. The items in the scale were grouped under three factors (teaching competencies, motivation and commitment, and teaching efficacy). The variables of the study are gender, grade level, whether there are courses taken for mathematics teaching, undergraduate GPA, high school graduation field and whether or not there is a undergraduate degree before. SPSS-25 package program was used for data analysis. The scale was applied to 132 pre-service teachers in the Department of Special Education at Eskisehir Osmangazi University in the spring semester of 2017-2018 academic year. As a result of the analyzes, it was found that there was a significant difference between the preservice teachers' self-efficacy beliefs regarding mathematics teaching, grade level, taking mathematics teaching variable, but no significant difference was found according to the variable of gender, undergraduate grade point average, high school graduation area and previously being undergraduate degree.

Exploring the Predictors of Post-Clerkship USMLE Step 1 Scores

Theory: We used two theoretical frameworks for this study: a) experiential learning, whereby learners construct new knowledge based on prior experience, and learning grows out of a continuous process of reconstructing experience, and b) deliberate practice, whereby the use of testing (test-enhanced learning) promotes learning and produces better long-term retention. Hypothesis: We hypothesized that moving the USMLE Step 1 exam to follow the clerkship year would provide students with a context for basic science learning that may enhance exam performance. We also hypothesized that examination performance variables, specifically National Board of Medical Examiners (NBME) Customized Basic Science Examinations and NBME subject examinations in clinical disciplines would account for a moderate to large amount of the variance in Step 1 scores. Thus we examined predictors of USMLE Step 1 scores when taken after the core clerkship year. Method: In 2011, we revised our medical school curriculum and moved the timing of Step 1 to follow the clerkship year. We performed descriptive statistics, an ANCOVA to compare Step 1 mean scores for three graduating classes of medical students before and after the curriculum changes, and stepwise linear regression to investigate the association between independent variables and the primary outcome measure after curriculum changes. Results: 993 students took the Step 1 exam, which included graduating classes before (2012-2014, N = 491) and after (2015-2017, N = 502) the curriculum change. Step 1 scores increased significantly following curricular revision (mean 218, SD 18.2, vs. 228, SD 16.7, p < 0.01) after controlling for MCAT and undergraduate GPA. Overall, 66.4% of the variance in Step 1 scores after the clerkship year was explained by: the mean score on fourteen pre-clerkship customized NBME exams (p < 0.01, 57.0% R2); performance on the surgery NBME subject exam (p < 0.01, 3.0% R2); the pediatrics NBME subject exam (p < 0.01, 2.0% R2); the Comprehensive Basic Science Self-Assessment (p < .01, 2.0% R2) ; the internal medicine NBME subject exam (p < 0.01, 0.03% R2), pre-clerkship Integrated Clinical Skills score (p < 0.01, 0.05% R2), and the pre-matriculation MCAT (p < 0.01, 0.01% R2). Conclusion: In our institution, nearly two-thirds of the variance in performance on Step 1 taken after the clerkship year was explained mainly by pre-clerkship variables, with a smaller contribution emanating from clerkship measures. Further study is needed to uncover the specific aspects of the clerkship experience that might contribute to success on high stakes licensing exam performance.

The Relationship Between Physician Assistant School Admissions Exam (PA-CAT) and Undergraduate Performance Measured by Science GPA and Cumulative GPA"

Purpose: Physician Assistant (PA) programs often set minimum GPA and graduate record examination (GRE) requirements for admission, citing that candidates with higher admission scores will perform better in the PA program. However, to date, there are limited published studies with inconsistent results that have investigated the validity of using these preadmission characteristics to predict performance in PA programs or on the Physician Assistant National Certifying Exam (PANCE). The development of a physician assistant college admission test (PA-CAT) that has predictive validity to determine PANCE success would give PA admissions committees an additional resource to make decisions. This study was conducted to determine the strength of the relationship between PA-CAT and undergraduate cumulative and science GPA. Methods: The PA-CAT is comprised of 180 questions covering 12 subject areas based on research identifying the relative importance of that subject to success in the PA curriculum. The exam was administered through a secured computer-based testing to 479 newly admitted PA students across the United States. Regression analysis was conducted with Rasch scale scores as the dependent variable and two independent variables (undergraduate GPA and undergraduate science GPA). Results: The PA-CAT Rasch scale scores are positively correlated with undergraduate GPA (r=0.16) and undergraduate science GPA (r=0.22). Although these correlation coefficients are statistically significant (pConclusion:Early results from this research study demonstrates there is a statistically significant relationship between the PA-CAT and undergraduate science GPA in newly admitted PA students. Limitations of the study include the fact that students voluntarily took this exam without consequence. Further study is needed to determine if the exam can be generalized to the entire PA applicant pool thereby providing a valid instrument for admissions decisions.

Gender-based differences in letters of recommendation written for ophthalmology residency applicants

BackgroundTo determine whether gender-based differences may be present in letters of recommendation written for ophthalmology residency applicants.MethodsAll applications submitted through SF Match to the UCLA Stein Eye Institute Residency Training Program from the 2017–2018 application cycle were analyzed using validated text analysis software (Linguistic Inquiry and Word Count (Austin, TX)). The main outcome measures were differences in language use in letters of recommendation by gender of applicant.ResultsOf 440 applicants, 254 (58%) were male and 186 (42%) were female. The two gender groups had similar United States Medical Licensing Exam (USMLE) Step 1 scores, undergraduate grade point averages (uGPA’s), proportions of underrepresented minority (URM) applicants and Gold Humanism Honor Society members, numbers of academic and service activities listed, and gender distributions of their letter writers (all P values > 0.05). However, letters written for male applicants were determined to use more “authentic” words than those written for female applicants (mean difference, 0.800; 95% CI, 0.001–1.590; P = 0.047). Letters written for male applicants also contained more “leisure” words (mean difference, 0.056; 95% CI, 0.008–0.104; P = 0.023) and fewer “feel” words (mean difference, 0.033; 95% CI, 0.001–0.065; P = 0.041) and “biological processes” words (mean difference, 0.157; 95% CI, 0.017–0.297; P = 0.028).ConclusionsThere were gender differences detected in recommendation letters in ophthalmology consistent with prior studies from other fields. Awareness of these differences may improve residency selection processes.

The Correlation Between Emergency Medicine Residents' Grit and Achievement.

Early identification of emergency medicine (EM) residents who struggle with educational attainment is difficult. In-training examination (ITE) scores predict success on the American Board of Emergency Medicine (ABEM) Qualifying Examination; however, results are not available until late in the academic year. The noncognitive trait "grit," defined as "perseverance and passion for long-term goals," predicts achievement in high school graduation rates, undergraduate GPA, and gross anatomy. Grit-S is a validated eight-question scale scored 1 to 5; the average of responses represents a person's grit. Our objective was to determine the correlation between EM resident Grit-S scores and achievement, as measured by MCAT percentiles, ITE scores, and remediation rates. This was a 1-year prospective, multicenter trial involving ten EM residencies from 2017 to 2018. Subjects were PGY-1 to -4 EM residents. Grit-S scores, MCAT percentile, remediation rates, ITE scores, and the ITE score's prediction of passing the ABEM Qualifying Examination were collected. Correlation coefficients were computed to assess the relationship between residents' grit and achievement. A total 385 of 434 (88.7%) residents participated who completed the Grit-S as part of a larger study. The mean Grit-S score was 3.62. Grit positively correlated with the predicted likelihood of passing the ABEM Qualifying Examination (r=0.134, n=382, p=0.025). There was no correlation between grit and remediation (r=-0.04, n=378, p=0.46) or grit and MCAT percentiles (r=-0.08, n=262, p=0.22). The positive correlation between Grit-S scores and percent likelihood of passing the ABEM Qualifying Examination demonstrates grit's potential to assist residency leadership in early identification of residents who may attain a lower ITE score.

Predicting Success for Student Physical Therapists on the National Physical Therapy Examination: Systematic Review and Meta-Analysis.

In physical therapist education, the National Physical Therapy Examination (NPTE) is the predominant measure of student success. Because the NPTE is a high-stakes examination, predicting NPTE performance is important for physical therapist students and programs. The purpose of this study was to determine the relationships between first attempt NPTE performance, physical therapist applicant variables, and physical therapist student variables. The 4 identified physical therapist applicant variables were undergraduate cumulative grade point average (GPA), undergraduate GPA for prerequisite courses, Graduate Record Examination verbal and quantitative subscale scores, and admission scores. The 4 identified physical therapist student variables were first- and third-year physical therapist student GPA, clinical performance scores (first and final clinical experiences), noncognitive student variables, and comprehensive examination scores. A systematic search was performed using the databases PubMed and EBSCO (1966-2018). Studies included in the review met the following criteria: the physical therapist education program offered an entry-level master's or doctorate degree, pertinent data were available for each independent variable, the relationship between the independent variable and the NPTE was investigated, the NPTE was a continuous variable, the program was a US entry-level therapist education program, and the study was peer reviewed. Two independent reviewers completed data extraction and quality appraisal using the McMaster Appraisal Tool. Random-effects meta-analyses using the Pearson product-moment correlation coefficient as the measure of effect size was used. Limitations of the review included a lack of homogeneity, high NPTE pass rates, modifications to the McMaster Appraisal Tool, small sample sizes, and publication bias. No one physical therapist applicant variable should be used as an independent predictor of first attempt NPTE performance. For physical therapist students, first- and third-year physical therapist student GPA had a strong relationship with first attempt NPTE performance; clinical performance had a weak and nonsignificant relationship with first attempt NPTE performance.

An Institutional Review: Which Metrics Correlate With a Successful United States Medical Licensing Examination Step 1 Score?

Since the introduction of the Comprehensive Basic Science Examination (CBSE) as an entrance examination in 2012, no studies have been performed correlating its relationship with passing rates on United States Medical Licensing Examination (USMLE) Step 1 in dental students. This study was designed to determine the impact of the CBSE score, dental grade point average (GPA), and undergraduate GPA on USMLE Step 1 performance and develop a CBSE cutoff score that correlates with a passing USMLE score. A single-blinded, retrospective, cross-sectional study was designed. Data were collected from University of Alabama at Birmingham oral-maxillofacial surgery residents who had matriculated from 2014 to 2018.The primary predictor variable was the CBSE score. The primary outcome variable was the USMLE Step 1 score. Additional predictor variables included undergraduate and dental school GPAs. Bivariate statistics were calculated using a 2-tailed Pearson correlation (P=.05). Confounders were investigated using multivariate linear regression (P=.05). A bivariate linear regression was created using the variables of CBSE and USMLE scores. Dental school GPA and CBSE score correlated with USMLE Step 1 score (P<.05). Bivariate linear regression between CBSE and USMLE scores yielded a predictive equation of USMLE score=2.02×CBSE score+ 66.2 (R2=0.30). When second-attempt scores were included, this equation became USMLE score=2.08×CBSE score+ 67 (R2=0.49). The positive predictive value for a CBSE cutoff score of 61 reached 100% on repeated USMLE attempts. A CBSE score for dental students of 61 or greater correlates with a passing USMLE score and should be implemented to screen for dual-degree oral-maxillofacial surgery candidates.

Medical Students at Risk: Practical Lessons after 10 years of a Premedical Enrichment Program.

This article was migrated. The article was marked as recommended. Introduction: At the impending conclusion of a ten-year post baccalaureate program, the authors evaluated our Premedical Enrichment Program (PrEP) for effectiveness and component transferability to the medical curriculum. The study focused on two research questions: 1) was the PrEP successful in matriculating well prepared educationally disadvantaged students to medical school, and, 2) What did PrEP students value most about the program? Methods: We matched 61 PrEP participants to a nonparticipating student of the same cohort, age, ethnic status, gender, economic disadvantage, MCAT score, and undergraduate GPA. We compared Step 1 performance and academic performance. An online survey tool collected student views on PrEP program effectiveness and retrospective pre-post questions regarding academic preparedness. Results: PrEP student academic outcomes were equal to those of the matched comparison group despite higher MCAT scores and GPAs for the latter. Students valued the strong program relationships they built, ensuring study partners and emotional support during medical school. Students reported that the PrEP increased biochemistry knowledge, improved study skills, familiarized them with medical school processes, and introduced them to an active learning pedagogy. They expressed gratitude for having the opportunity to study medicine. They felt the program built their confidence, encouraged professional identity exploration, and that their diverse experiences and challenges were valued. Discussion/Conclusion: Results reiterate the importance of the social learning environment, the potential to strengthen academic performance by building genuine and long lasting relationships, and the subsequent potential for growth in confidence for medical school. Interconnected course content reinforces new learning and student confidence with learning strategies. Important goals for educationally disadvantaged student success include building these trust relationships with significant faculty and student colleagues. Confidence and trust have the opportunity to grow with authentic performance successes, witnessed, shared, and confirmed by sympathetic peers and faculty.

Testing the Validity of GRE Scores on Predicting Graduate Performance for National and International Engineering Students

Numerous research studies have examined the validity of GRE scores in predicting graduate success, however, some limitations still exist. This study targeted graduate engineering programs and investigated the validity of GRE scores in predicting graduate engineering GPA (GGPA). In addition, the differences in the validity of GRE scores between American and international students and between masters’ and doctoral students were compared. The GRE’s incremental predictive ability over undergraduate GPA (UGPA) and TOEFL scores was examined. Data were obtained from 1083 students from the engineering programs in a large, comprehensive midwestern university. Results indicated that GRE was useful in forecasting GGPA of graduate engineering students. The GRE scores explained more criterion variance for American students than for international students, but statistically significant differences were only found when GRE-Quantitative predicted GGPA. The GRE-Verbal and GRE-Quantitative scores had different patterns in predicting graduate grades for master’s and doctoral students. UGPA was found to be a very strong predictor, and TOEFL scores were significantly correlated with the criterion variables. GRE scores, however, were found to have significant incremental validity over UGPA and TOEFL scores. TOEFL scores were less able to make predictions.

A Deeper Look at Bar Success: The Relationship Between Law Student Success, Academic Performance, and Student Characteristics

In recent years, law schools have experienced a decline in enrollment and bar passage, and legal education has been challenged to understand this new phenomenon and conduct research that can inform practices and policies regarding law student success. This article presents findings from research conducted at the University of Cincinnati College of Law, a large, midwestern public university, which aimed to investigate which factors and student characteristics contribute to bar passage within the home jurisdiction (Ohio). Results suggest bar passage can be predicted by a wide battery of variables, most notably student performance during the law school course of study. Despite some prior literature that suggests otherwise, however, LSAT and undergraduate GPA were only weakly predictive of first‐time bar passage among admitted students: the best prelaw model based on student admissions and demographic data identified just over one‐third of the students who ultimately failed the bar on the first attempt. Information from the first year of law school—even just performance in one first semester course—explained significantly more variation in bar passage. Furthermore, data from beyond the first year of legal study, including upper‐level course taking in bar‐tested subjects, enriched the predictive power of the model, enabling us to predict 78 percent of students who failed the bar compared to just 58 percent after the first year. These preliminary results provide important insights into bar passage, particularly given the increased public scrutiny around incoming student credentials, bar success, and law school performance and accreditation.

Evaluation of Clinical Nurse Transition Program at US Army Hospitals

The purpose of this evaluation was to determine the effectiveness of the clinical nurse transition program (CNTP) for newly commissioned Army nurses. This is one of the first evaluations conducted to document the outcomes of the Army Nurse Corps (ANC) transition-to practice residency program. This project was a prospective pre-test/post-test design evaluation of newly licensed registered nurses (RNs) entering the military health system from Fall 2017 to Fall 2018 using Casey-Fink Readiness for Practice Survey and the New Graduate RN Transition Program Competency Assessment Tool. Data were analyzed using SAS 9.4. All tests were two-tailed as applicable and p-values less than 0.05 were considered significant. Missing data were treated as missing for individual items; their values were not imputed. No participant was excluded due to missing items. This evaluation was determined to be exempt from human subject protection regulations by the Human Protections Administrator at Womack Army Medical Center. A total of 92 pre-test surveys were sent to the nine CNTP training sites which actively trained RNs during the study timeframe. Due to a shipping error, 6 of the 92 completed pre-test surveys from one CNTP site were not received, for an overall response rate of 93.4% (86/92), from eight CNTP sites. Of the 86 participants from whom pre-tests were received, all 86 successfully returned their post-test survey, for a 100% response rate pre- to post- survey. The participants were predominately white (73.3%) and female (70.9%) with a median age of 23 years (IQR: 22-24 years) and an undergraduate GPA of 3.5 (IQR: 3.4-3.7, Table II). Quantitative data analysis revealed that after the training, all participants reported a significant improvement in providing safe (p < 0.0001) and quality care (p < 0.0001) for an average workload of in-patient patients. It also showed a significant improvement in team leading (p < 0.0001), effective decision making (p < 0.0001), incorporating evidence into practice (p < 0.0001), and demonstrated professionalism (p < 0.0001). The overall clinical competence and readiness to practice (p < 0.0001) also improved. Data shows that participants perceive significant improvement in all the objectives set by the ANC for the transition program. The results of this program evaluation provide evidence that the CNTP has been a success in meeting the intended objectives. Participants showed a significant improvement in their perceived readiness and level of competency in clinical, technical, and leadership skills performance at the end of the program, as well as improved communication and teamwork. The CNTP experience provides an effective means to facilitate the development of newly licensed Army nurses' clinical competence and confidence in practice. The study limitation includes the Casey-Fink Readiness for Practice Survey had relatively low reliability, but it was chosen as it was better aligned to the specified CNTP objectives. And also, with any self-reported evaluation, there is potential bias regarding the accuracy of participants' self-perception. Follow-up study may include examining the demographics of the incoming nurses, such as their source of commission. To determine if and how the comfort and confidence self-reported by the new graduate nurses is reflective of actual ability, nurse preceptors may be asked to complete skills assessments or simulations with objective measurements may be used.