Relationship of selection criteria to subsequent academic performance in an Australian undergraduate dental school

Understanding the well-being of dentistry students

INTRODUCTION

The transactional model of stress is a framework describing the process for coping with stressful events as a relationship between the individual person and environment. This study aimed to investigate the associations between personality, learning environment and experiences of mental health for a cohort of Australian dentistry students.

MATERIALS AND METHODS

Students were invited in 2017 to complete an online questionnaire including the Depression, Anxiety and Stress Scale (DASS-21), The Dundee Ready Education Environment Measure (DREEM) and Cloninger's Temperament and Character Inventory (TCIR-140). Students were followed-up one year later, and generalised estimating equations were used.

RESULTS

A total of 219 (response 73.5%) students participated in the study. Two personality profiles of dentistry students were identified. Group 1 were significantly higher in the traits persistence, self-directedness, cooperativeness and reward dependence, whereas Group 2 were significantly higher in harm avoidance. Students with Group 2 personality had a 3.12 (CI:1.72-5.65) increased odds of depression compared to Group 1 students. Compared to students with positive perceptions of the learning environment, students with negative perceptions had increased odds of stress (3.48, CI: 1.85-6.53), depression (2.71, CI: 1.57- 4.65) and anxiety (2.59, CI: 1.56-4.28).

CONCLUSION

Students with personalities high in levels of self-directedness, cooperativeness and persistence and low in harm avoidance, as found in Group 1, demonstrate high levels of general well-being. Positive perceptions of the dentistry learning environment were found to be an important influence on students stress. This study highlighted a number of factors important to student well-being and provides direction for further investigation of interventions aimed at enhancing student well-being.

An investigation of the predictive validity of selection tools on performance in physiotherapy training in Australia

OBJECTIVES

Despite a large body of research on selection in medical education, very little is conducted in other health professions. This study investigated the predictive validity of multiple selection tools on academic and clinical performance outcomes of undergraduate physiotherapy students.

DESIGN

A retrospective observational study.

SETTING

Undergraduate physiotherapy program in Australia.

PARTICIPANTS

497 undergraduate physiotherapy students across seven entry cohorts. Including students directly from secondary school (n=381) and with prior tertiary study (n=116).

MAIN OUTCOME MEASURES

Academic performance as measured by written examinations. Clinical performance, measured by Objective Structured Clinical Examinations (OSCEs) during on-campus units and the Assessment of Physiotherapy Practice (APP) for off-campus clinical placements. Predictor variables included selection tools (academic achievement, interview, aptitude test) and demographic variables (age, gender).

RESULTS

Selection interview was a positive predictor of OSCEs and final year clinical performance in direct school leaver participants. Academic achievement scores from selection positively predicted written examinations scores.

CONCLUSION

Clinical and academic performance were predicted by tools measuring different domains at selection. Assessing broadly across academic and non-academic domains at selection can be valuable in identifying applicants who will be able to meet the range of outcomes for course completion and subsequent registration in the physiotherapy profession.

Trajectory of performance: The role of selection criteria on student achievement in a Bachelor of Oral Health programme

BACKGROUND

To determine whether discontinuing the Undergraduate Medicine and Health Sciences Admissions Test (UMAT) in 2011 for selection and changes to the South Australian Certificate of Education (SACE) requirements in 2012 when the new Australian Tertiary Admissions Rank (ATAR) was introduced impacted on students' accumulative level of achievement and performance in the Bachelor of Oral Health (BOH) programme.

METHODS

Board of Examiner's course results for end of year performance were collected for BOH cohorts from 2006 to 2017 (n = 347). Overall performance and achievement level attained were calculated and formed the dependent variables, Performance and Achievement. Group-based trajectory modelling (GBTM) characterised trajectories of yearly academic achievement and the likelihood of each case belonging to the latent group classified as individual group membership. Chi-square (or Fischer's exact) tests were conducted on groups and selected independent variables, using SAS 9.4.

RESULTS

A 2-group academic Performance trajectory was selected as Consistent (n = 290; 83.6%) and Inconsistent (n = 57; 16.4%), and Achievement level (credit number) trajectory as Low (n = 154; 44.4%) and High (n = 193; 55.6%). Statistically significant findings in relation to achievement level were found; female students, those who enrolled after UMAT was discontinued, students enrolled since SACE changes, and those who nominated BOH as their first career preference, were more likely to achieve higher grades than their counterparts.

CONCLUSION

Discontinuing the UMAT for selection and SACE changes have shown no adverse changes in students' level of achievement in the BOH programme, although enrolling in a course not their first preference was shown to affect performance level.

Relationship between admission criteria and academic performance: A correlational study in nursing students

Background & Objective

An admission criterion is one of the key indicators of academic success. The purpose of admission process is to select best candidates for the particular program who will complete the program successfully. Thus rigorous admission criteria can predict academic performance, decrease failure rate and successful completion of degree. The objective of this study was to determine the relationship between various variables in the existing admission criteria and academic performance.

Methods

A cross sectional study design was chosen. Data (2009-2017) was gathered from the records of Institute of Nursing Science, Khyber Medical University. Variables in the admission criteria included age, gender, previous academic performance, entry test score and experience. The dependent variable was academic performance measured in CGPA. The data was analyzed using correlation and regression analysis through SPSS and STATA.

Results

The results reported a significant relationship between admission criteria and the academic performance of nursing students. Various variables in the admission criteria i.e. SSC marks (r=0.32, p=>0.001), previous academic score at diploma level (r=0.48, p=>0.001) and entry test scores (r=0.26, p=>0.001) have significant relationship between academic performance. However, previous academic scores at diploma level were better predictors of the academic performance.

Conclusion

The study concludes to use integrated admission criteria for the selection of students and bring changes in the traditional admission process.

A Pilot Study to Assess Feasibility of Lay Representation in Dental School Admissions Interviews

Regulatory bodies in the dental profession often include members of the public as a way to ensure that patient interests are represented. With student selection for admission to dental school being a multifaceted, highly competitive process, this study was motivated by curiosity about the value of involving members of the public in the admissions process. At Newcastle University School of Dental Sciences, UK, semi-structured selection interviews conducted by two members of the faculty staff are part of the process. In the 2016-17 and 2017-18 admissions cycles, four lay representatives joined a number of the interview sessions. The aim of this study was to determine the feasibility of having a lay person present during the selection interview and whether this could become an integral part of the admissions process. A secondary purpose was to internally validate the processes in place for the interviews by considering the alignment of judgments of the panel and lay representatives. This study followed a two-stage, mixed-methods design. Quantitative analysis compared numerical interview scores awarded by the panel and lay representative when present. Scores for each question domain and overall interview score were compared. Qualitative analysis was carried out by conducting a focus group with lay representatives to seek insight into their experience and reflections on the interview processes. Thematic analysis was used, and overarching themes identified. The results showed no statistically significant difference between the interview panel and lay persons' scores for each domain or overall score awarded for the interview. The thematic analysis identified three overarching themes: reason for volunteering, process and training, and thoughts on style of interview used. These results suggest that involvement of lay people from the local community was feasible, and there was interest in continuing this involvement from the volunteers themselves.

Predictors of academic performance in the discipline specific bioscience paper: A retrospective quantitative study [corrected]

INTRODUCTION

The cohort of students enrolled in the discipline-specific bioscience paper reflects a structural diversity in that it includes students of multiple ethnicities, varied age groups, differing scholastic and life experiences. These divergent identities of students are known to influence academic performance. The purpose of this retrospective quantitative study was to determine the ability of a set of variables such as age, gender, ethnicity, level of prior education, the place from which prior education was obtained, work experience and prior academic achievement to predict academic performance in the discipline-specific bioscience paper.

METHOD

The sample for this study was a purposive sample of all oral health students who had enrolled in the paper at the Auckland University of Technology from 2011 to 2014. The desensitised empirical data of 116 students from the University's database were subject to multivariable regression analysis. Pearson's correlation coefficients were calculated.

RESULTS

Prior academic achievement was a statistically significant predictor variable (P < 0.001) for the academic performance in the discipline-specific bioscience paper and was also positively correlated (r = 0.641, P < 0.001) to the grades in the discipline-specific bioscience paper.

CONCLUSION

Prior academic achievement was the only variable that was demonstrated to be correlated to and predictive of the academic performance in the discipline-specific bioscience paper.

Does a selection interview predict year 1 performance in dental school?

It is important for dental schools to select students who will complete their degree and progress on to become the dentists of the future. The process should be transparent, fair and ethical and utilise selection tools that select appropriate students. The interview is an integral part of UK dental schools student selection procedures.

OBJECTIVE

This study was undertaken in order to determine whether different interview methods (Cardiff with a multiple mini interview and Newcastle with a more traditional interview process) along with other components used in selection predicted academic performance in students.

METHODS

The admissions selection data for two dental schools (Cardiff and Newcastle) were collected and analysed alongside student performance in academic examinations in Year 1 of the respective schools. Correlation statistics were used to determine whether selection tools had any relevance to academic performance once students were admitted to their respective Universities.

RESULTS

Data was available for a total of 177 students (77 Cardiff and 100 Newcastle). Examination performance did not correlate with admission interview scores at either school; however UKCAT score was linked to poor academic performance.

DISCUSSION

Although interview methodology does not appear to correlate with academic performance it remains an integral and very necessary part of the admissions process. Ultimately schools need to be comfortable with their admissions procedures in attracting and selecting the calibre of students they desire.

Frequency and predictors of courses repetition, probation, and delayed graduation in kashan faculty of nursing and midwifery

Background:

Course failing and delayed graduation are important concerns in educational systems. The reasons of these educational failures need to be clarified.

Objectives:

This study was designed to determine the academic failure rate and its predictors in Nursing and Midwifery Students in Kashan University of Medical Sciences.

Materials and Methods:

In this cross-sectional study, the records of all the students graduated in Nursing and Midwifery faculty during 18 years (1986 - 2003) were evaluated (1174 graduates). The demographic variables and the educational situation were recorded. The frequency of course repetition, probation, and delayed graduation were determined and the data were analyzed using the chi-square and logistic regression tests.

Results:

The frequency of course repetition, probation, and delayed graduation was reported to be 19.25%, 3.9% and 19.85%, respectively. Gaining Low grade in high school, transferring from other universities, having special quota, and transferring temporarily to other universities were mentioned as the risk factors of academic failure. The major had a significant relationship with academic failure. Day time students had more course failure and night time students stayed longer in the university.

Conclusions:

The individual characteristics, educational background and admission criteria had showed relation with academic failure. Vulnerable students should be identified and educational supports should be provided for these students.