The Limitations of the GRE in Predicting Success in Biomedical Graduate School

The graduate school guide: How to prepare for the qualifying exam and assemble a thesis/graduate committee

Qualifying exams and thesis committees are crucial components of a PhD candidate's journey. However, many candidates have trouble navigating these milestones and knowing what to expect. This article provides advice on meeting the requirements of the qualifying exam, understanding its format and components, choosing effective preparation strategies, retaking the qualifying exam, if necessary, and selecting a thesis committee, all while maintaining one's mental health. This comprehensive guide addresses components of the graduate school process that are often neglected.

International students' perspectives on the genetic counseling application process

Between 2018 and 2023, one percent of matched applicants to North American genetic counseling graduate programs (GCGPs) have been international applicants (IAs). The COVID-19 pandemic led to changes in the GCGP application processes in 2020, most notably the incorporation of virtual interviews and GRE waivers, which uniquely impacted IAs. Twelve international genetic counseling (GC) students who matriculated into a U.S.-based GCGP in 2021 or 2022 participated in this qualitative study (42% of the total enrolled) to understand their application experience. Cost, location of the program, and rapport during interviews were the most important factors identified by IAs to apply to and rank the GCGPs. Shadowing and volunteer experiences relevant to GC were cited as important for applicants to learn about a genetic counseling career, but many had challenges finding opportunities in their home countries. Unique logistical challenges in taking the GRE, transcript evaluation services, and standardized English proficiency tests were described. Although virtual interviews offered the same experience as domestic applicants, the time difference was a major challenge, requiring IAs to interview through the night, creating additional stressors. Nine of 12 were re-applicants and shared that engaging with GCGPs early in the process was beneficial for improving applications and, at times, requesting waivers for transcript evaluation requirements and considering unique volunteering experiences. Participants suggested GCGPs can address barriers by providing more specific information on their websites as it pertains to IAs, and contact information for the international student office. Improving awareness of the applicants' backgrounds, home country experiences, and time zone differences would provide IAs with a more equitable application experience. Addressing these barriers could help promote diversity, equity, and inclusion allowing for more IAs and the growth of the genetic counseling profession.

Application of an Antiracism Framework to Improve Pediatric APRN Education

Poor health outcomes for children are directly tied to poor social determinants of health and systemic, embedded health care inequities. To prepare the next generation of pediatric advanced practice registered nurses (APRNs), nursing schools must educate students to address inequities through innovative curricular models and teaching modalities. The purpose of this manuscript is to describe the application of an antiracism framework to a graduate APRN program. This article describes the application of this framework, which led to significant administrative, curricular, and course changes to prepare pediatric-focused APRN students to address the health inequities and poor social determinants of health facing children today. By describing our journey to embed an antiracism framework, other nursing schools can make substantive changes necessary to prepare their students to address these health inequities.

Predictors of First-Time NCLEX-RN Pass Rate in Accelerated Bachelor of Science in Nursing Students

BACKGROUND

An accelerated Bachelor of Science in Nursing (ABSN) program was introduced in an effort to reduce the nursing shortage in response to the growing health demands. Nursing educators strive to examine factors that promote students' success in passing the National Council Licensure Examination for Registered Nurses (NCLEX-RN) on their first attempt. However, little is known about which factors predict the NCLEX-RN first-time pass rate of ABSN students.

METHOD

This descriptive retrospective study examined academic and nonacademic indicators (e.g., age) that can predict ABSN students' NCLEX-RN first-time pass rates between 2008 and 2019.

RESULTS

A total of 591 ABSN students were included in the study. Both GRE (Graduate Record Examination) verbal reasoning scores (p < .001) and cumulative grade point averages (p < .001) were significant predictors.

CONCLUSION

The findings of this study can help inform ABSN programs in terms of admission criteria and curriculum consideration for including standardized tests to improve ABSN students' NCLEX-RN first-time pass rate. [J Nurs Educ. 2024;63(1):10-16.].

Cognitive perspectives on maintaining physicians' medical expertise: II. Acquiring, maintaining, and updating cognitive skills

Over the course of training, physicians develop significant knowledge and expertise. We review dual-process theory, the dominant theory in explaining medical decision making: physicians use both heuristics from accumulated experience (System 1) and logical deduction (System 2). We then discuss how the accumulation of System 1 clinical experience can have both positive effects (e.g., quick and accurate pattern recognition) and negative ones (e.g., gaps and biases in knowledge from physicians' idiosyncratic clinical experience). These idiosyncrasies, biases, and knowledge gaps indicate a need for individuals to engage in appropriate training and study to keep these cognitive skills current lest they decline over time. Indeed, we review converging evidence that physicians further out from training tend to perform worse on tests of medical knowledge and provide poorer patient care. This may reflect a variety of factors, such as specialization of a physician's practice, but is likely to stem at least in part from cognitive factors. Acquired knowledge or skills gained may not always be readily accessible to physicians for a number of reasons, including an absence of study, cognitive changes with age, and the presence of other similar knowledge or skills that compete in what is brought to mind. Lastly, we discuss the cognitive challenges of keeping up with standards of care that continuously evolve over time.

Diversifying Clinical Child and Adolescent Psychology: A Change Gonna Come

OBJECTIVES

Workforce diversity is an ongoing challenge in the field of clinical child and adolescent psychology. This article discusses individual, institutional, and nonspecific factors that contribute to a lack of diversity among clinical child and adolescent psychologists and offers suggestions to diversify and advance the field of clinical child and adolescent mental health.

METHOD

Seventeen professors, licensed psychologists, faculty, and clinicians in the field of clinical child and adolescent psychology answered questions about workforce diversity and who is permitted access to the field. No formal research was conducted.

RESULTS

Individual factors included: racial discrimination and microaggressions, feelings of isolation, otherness, and not belonging. Institutional factors included: racism in academia, racial underrepresentation, ethnocentric and culturally-biased training, biased admissions selection processes, financial barriers, and lack of institutional commitment. Nonspecific factors were: values misalignment, hidden expectations, suboptimal mentoring, and limited research opportunities.

CONCLUSIONS

Drawing on recent scholarship and the Contexts, Actions, and Outcomes (CAO) Model, we recommend institutional changes in programs, policies, practices, resources, climate, partnerships, and inquiry to improve diversity in the field of clinical child and adolescent psychology.

Revisiting College Entry Testing to Increase Trained Deaf Teachers in the Classrooms

Graduate Records Examinations (GRE) remain an important criterion for admission to the graduate program. This study explored the predictive role of the GRE for college success among deaf students because most deaf and hard-of-hearing students experience lifelong difficulties in English language and literacy because of their different language acquisition processes. Additionally, the study examined the students' undergraduate grade point average (UGPA), first-semester grade point average (FSGPA), and graduating graduate grade point average (GGPA) to understand D/HH students' performance in a graduate program. Additionally, the study examined the use of the Wechsler Adult Intelligence Scale (WAIS) as a substitute for the GRE criterion for graduate admission. The findings' discussions offer suggestions for using GRE scores in admitting D/HH students to graduate academic programs across the United States.

Barriers and facilitators to recruitment and retention of underrepresented racial and ethnic minoritized students to PhD programs in nursing: A qualitative descriptive study

BACKGROUND

There is a global shortage of Doctor of Philosophy (PhD)-trained nurses, which is amplified among underrepresented racial and ethnic groups who are minoritized.

PURPOSE

This study explores barriers and facilitators to recruiting under-represented racial-ethnic group who are minoritized (UREM) PhD nursing students, defined as African American, Black, American Indian, Alaskan Native, or Hispanic/Latinx.

METHODS

Using a qualitative descriptive design, interviews of 23 UREM PhD nursing students were analyzed with conventional content analysis.

DISCUSSION

Barriers to recruitment and retention included identifying students interested in a PhD, organizational culture of programs, student mental health, and lack of social support. Facilitators for recruitment and retention included less discrimination and microaggressions experienced by students, faculty from groups who are minoritized representation, and strong family support. These findings had implications for recruitment and retention and PhD programs in nursing can focus on the above key areas to better recuit and retain UREM students.

CONCLUSION

Allocating funding to culturally tailored mental health resources, student scholarships, and increasing UREM members of faculty within PhD programs.

Bias, Fairness, and Validity in Graduate-School Admissions: A Psychometric Perspective

As many schools and departments are considering the removal of the Graduate Record Examination (GRE) from their graduate-school admission processes to enhance equity and diversity in higher education, controversies arise. From a psychometric perspective, we see a critical need for clarifying the meanings of measurement "bias" and "fairness" to create common ground for constructive discussions within the field of psychology, higher education, and beyond. We critically evaluate six major sources of information that are widely used to help inform graduate-school admissions decisions: grade point average, personal statements, resumes/curriculum vitae, letters of recommendation, interviews, and GRE. We review empirical research evidence available to date on the validity, bias, and fairness issues associated with each of these admission measures and identify potential issues that have been overlooked in the literature. We conclude by suggesting several directions for practical steps to improve the current admissions decisions and highlighting areas in which future research would be beneficial.

A developmental approach to diversifying neuroscience through effective mentorship practices: perspectives on cross-identity mentorship and a critical call to action

Many early-career neuroscientists with diverse identities may not have mentors who are more advanced in the neuroscience pipeline and have a congruent identity due to historic biases, laws, and policies impacting access to education. Cross-identity mentoring relationships pose challenges and power imbalances that impact the retention of diverse early career neuroscientists, but also hold the potential for a mutually enriching and collaborative relationship that fosters the mentee's success. Additionally, the barriers faced by diverse mentees and their mentorship needs may evolve with career progression and require developmental considerations. This article provides perspectives on factors that impact cross-identity mentorship from individuals participating in Diversifying the Community of Neuroscience (CNS)-a longitudinal, National Institute of Neurological Disorders and Stroke (NINDS) R25 neuroscience mentorship program developed to increase diversity in the neurosciences. Participants in Diversifying CNS were comprised of 14 graduate students, postdoctoral fellows, and early career faculty who completed an online qualitative survey on cross-identity mentorship practices that impact their experience in neuroscience fields. Qualitative survey data were analyzed using inductive thematic analysis and resulted in four themes across career levels: (1) approach to mentorship and interpersonal dynamics, (2) allyship and management of power imbalance, (3) academic sponsorship, and (4) institutional barriers impacting navigation of academia. These themes, along with identified mentorship needs by developmental stage, provide insights mentors can use to better support the success of their mentees with diverse intersectional identities. As highlighted in our discussion, a mentor's awareness of systemic barriers along with active allyship are foundational for their role.

The impact of holistic review on correlations between doctoral student outcomes, and GPA and GRE scores in the biomedical sciences

Graduate admissions committees throughout the United States examine both quantitative and qualitative data from applicants to make admissions determinations. A number of recent studies have examined the ability of commonly used quantitative metrics such as the GRE and undergraduate GPA to predict the likelihood of applicant success in graduate programs. We examined whether an admissions committee could predict applicant success at The University of Texas MD Anderson Cancer Center UTHealth Graduate School of Biomedical Sciences based on quantitative metrics. We analyzed the predictive validity of admissions scores, undergraduate GPA, and the GRE for student success. We observed nuanced differences based on gender, ethnicity, race, and citizenship status. The scores assigned to applicants by the admissions committee could not predict time to degree in PhD students regardless of demographic group. Undergraduate GPA was correlated with time to degree in some instances. Interestingly, while GRE scores could predict time to degree, GRE percentile scores could predict both time to degree and PhD candidacy examination results. These findings suggest that there is a level of nuance that is required for interpretation of these quantitative metrics by admissions committees.

Increasing Clinician-Scientist Workforce Diversity through the National Institute of General Medical Sciences’ Medical Scientist Training Program

The National Institute of General Medical Sciences Medical Scientist Training Program (MSTP) has been successful in producing clinician-scientists, with a majority of graduates pursuing research-related careers. However, there are a number of areas of continuing concern for the program. In particular, women and individuals from certain racial and ethnic backgrounds remain persistently underrepresented in MSTPs relative to the average college-aged U.S. population and to students receiving life sciences bachelor’s degrees. The authors, who include leaders of NIGMS, identify a number of challenges and opportunities for enhancing diversity, equity and inclusion in the MSTPs and suggest strategies for addressing them.

Who Sends Scores to GRE-Optional Graduate Programs? A Case Study Investigating the Association between Latent Profiles of Applicants’ Undergraduate Institutional Characteristics and Propensity to Submit GRE Scores

Many programs have made the submission of GRE scores optional. Little research examines differences in propensity to submit scores according to applicants’ characteristics, however, including the type of undergraduate institution they attended. This study’s purpose was to examine the degree to which the type of undergraduate institution applicants attended predicted score submission to GRE-optional programs, including when controlling for covariates (demographics, program degree and discipline, undergraduate grades). We used data provided by a doctoral degree–granting university to answer our research question. We indexed differences in GRE score submission using odds ratios. Both individually (1.93) and after controlling for covariates (2.00), we found that applicants from small, bachelor’s degree–granting schools were more likely to submit scores than applicants from large, doctoral degree–granting schools. Men were more likely to submit scores than women (1.55). Larger effects were observed for program characteristics: Ph.D. versus master’s (2.94), humanities versus social sciences (3.23), and fine arts versus social sciences (0.16). Our findings suggest that there may be differences in propensity to submit GRE scores to test-optional programs and that some of these differences may be associated with variables (undergraduate school, program type) that have not been widely discussed in the literature.

Looking Back on Graduate BME Admissions Data: Lessons Learned and Implications for Holistic Review and Diversity

Graduate school applications in Biomedical Engineering (BME) are steadily rising, making competition stiffer, applications more complex, and reviews more resource intensive. Holistic reviews are being increasingly adopted to support increased diversity, equity, and inclusion in graduate student BME admissions, but which application metrics are the strongest predictors of admission and enrollment into BME programs remains unclear. In this perspectives article, we aim to shed light on some of the key predictors of student acceptance in graduate school. We share data from a three-year retrospective review of our own institution’s graduate BME applications and admission rates and review the influence of grade point averages (GPA), standardized test scores (e.g., GRE), and prior research experience on graduate school admission rates. We also examine how the waiver of GRE requirements has changed the landscape of BME graduate applications in recent years. Finally, we discuss efforts taken by our institution and others to develop and implement holistic reviews of graduate applications that encourage students from underrepresented backgrounds to apply and successfully gain admission to graduate school. We share five key lessons we learned by performing the retrospective review and encourage other institutions to “self-reflect” and examine their historical graduate admissions data and past practices. Efforts aimed at engaging faculty to overcome their own implicit biases, engaging with underrepresented students in hands-on, research-intensive programs, and networking with diverse student populations have strong potential to enhance the diversity of BME graduate programs and our STEM workforce.

Undergraduate GPA Predicts Biochemistry PhD Completion and Is Associated with Time to Degree

There is interest in admission criteria that predict future success in biomedical graduate school programs, but identifying predictors of PhD attainment is inherently complex. In particular, high noncompletion rates of PhD programs have long been recognized as a major crisis. Here, we present a quantitative analysis of the PhD students enrolled in the Department of Biochemistry and Biophysics at Texas A&M University between 1980 and 2010. The input variables included sex, country of citizenship, undergraduate grade point average (GPA), and Graduate Record Examination (GRE) scores (Verbal and Quantitative Reasoning). Only GPA was a significant predictor of PhD completion based on logistic regression. We also examined associations involving nonbinary measures of success (PhD duration, first author, and total number of publications) among students who completed a PhD. GPA was again associated with the PhD duration. No enrollment variable was strongly associated with publication output. Despite potential limitations, this analysis is the first to suggest an undergraduate GPA association with PhD completion in life sciences. These results from a large state university in a predominantly rural area expand the range of programs from which such analyses have been reported.

Can the GRE predict valued outcomes? Dropout and writing skill

Graduate school programs that are considering dropping the GRE as an admissions tool often focus on claims that the test is biased and does not predict valued outcomes. This paper addresses the bias issue and provides evidence related to the prediction of valued outcomes. Two studies are included. The first study used data from chemistry (N = 315) and computer engineering (N = 389) programs from a flagship state university and an Ivy League university to demonstrate the ability of the GRE to predict dropout. Dropout prediction for the chemistry programs was both statistically and practically significant for the GRE quantitative (GRE-Q) scores, but not for the verbal or analytical writing scores. In the computer engineering programs, significant dropout prediction by GRE-Q was evident only for domestic students. In the second study, GRE Analytical Writing scores for 217 students were related to writing produced as part of graduate school coursework and relationships were noted that were both practically and statistically significant.

How to Select a Graduate School Program for a PhD in Biomedical Science

The goal of this article is to provide guidance for those who have decided to apply to graduate school with the plan to obtain a PhD in biomedical science. Choosing an appropriate graduate school and program can seem like a daunting choice. There are numerous graduate training programs that offer excellent training with multiple specific program choices at any given institution. Thus, identifying a program that provides an optimal training environment, which aligns with the applicant's training and career goals, can be daunting. There is no single training program that is ideal for all applicants, and, fortunately, there is no sole perfect place for any individual applicant to obtain a PhD. This article presents points to consider at multiple phases of this process as collected from the authors, including a senior faculty member, a junior faculty member, and four current graduate students who all made different choices for their graduate training (Fig. 1). In Phase I of the process, the vast number of choices must be culled to a reasonable number of schools/programs for the initial application. This is one of the most challenging steps because the number of training programs is very large, and most applicants will rely primarily on information readily available on the internet. Phase II is the exciting stage of visiting the program for an interview where you can ask questions and get a feel for the place. Finally, Phase III suggests information to collect following the interview when comparing choices and making a final decision. While the process may feel long and can be stressful, the good news is that making informed decisions along the way should result in multiple options that can support excellent training and career development. © 2022 Wiley Periodicals LLC.

A ’compensatory selection’ effect with standardized tests: Lack of correlation between test scores and success is evidence that test scores are predictive of success

We introduce the statistical concept of ’compensatory selection’, which arises when selecting a subset of applicants based on multiple predictors, such as when standardized test scores are used in combination with other predictors required in a school application (e.g., previous grades, references letters, and personal statements). Post-hoc analyses often fail to find a positive correlation between test scores and subsequent success, and this failure is sometimes taken as evidence against the predictive validity of the standardized test. The present analysis reveals that the failure to find a negative correlation indicates that the standardized test is in fact a valid predictor of success. This is due to compensation between predictors during selection: Some students are admitted despite a low test score because their application is exceptional in other respects, while other students are admitted primarily based on a high test score despite weakness in the rest of their application. This compensatory selection process introduces a negative correlation between test scores and other predictors among those admitted (a ’collider bias’ or ’Berkson’s paradox’ effect). If test scores are valid predictors of success, this negative correlation between the predictors counteracts the positive correlation between test scores and success that would have been observed if all applicants were admitted. If test scores are not predictive of success, but were nevertheless used in a compensatory selection process, there would be a spurious negative correlation between test scores and success (i.e., an admitted student with a weak application except for a high test score would be unlikely to succeed). The selection effect that is described here is fundamentally different from the well-known ’restricted range’ problem and can powerfully alter results even in situations that accept most applicants.

"How Do We Do This at a Distance?!" A Descriptive Study of Remote Undergraduate Research Programs during COVID-19

The COVID-19 pandemic shut down undergraduate research programs across the United States. A group of 23 colleges, universities, and research institutes hosted remote undergraduate research programs in the life sciences during Summer 2020. Given the unprecedented offering of remote programs, we carried out a study to describe and evaluate them. Using structured templates, we documented how programs were designed and implemented, including who participated. Through focus groups and surveys, we identified programmatic strengths and shortcomings as well as recommendations for improvements from students' perspectives. Strengths included the quality of mentorship, opportunities for learning and professional development, and a feeling of connection with a larger community. Weaknesses included limited cohort building, challenges with insufficient structure, and issues with technology. Although all programs had one or more activities related to diversity, equity, inclusion, and justice, these topics were largely absent from student reports even though programs coincided with a peak in national consciousness about racial inequities and structural racism. Our results provide evidence for designing remote Research Experiences for Undergraduates (REUs) that are experienced favorably by students. Our results also indicate that remote REUs are sufficiently positive to further investigate their affordances and constraints, including the potential to scale up offerings, with minimal concern about disenfranchising students.

A report of the AGCPD task force to evaluate associations between select admissions requirements, demographics, and performance on ABGC certification examination

Graduation from a genetic counseling graduate program accredited by the Accreditation Council of Genetic Counseling and certification obtained by passing the American Board of Genetic Counseling (ABGC) certification examination are increasingly required to practice as a genetic counselor in the USA. Despite the ABGC certification examination serving as a gateway to the genetic counseling career, there have been no research studies to date that have examined what variables are associated with examination performance. Therefore, the Association of Genetic Counseling Program Directors established a Task Force to assess whether trainee demographics, Grade point average (GPA) and Graduate Record Exam (GRE®) percentile scores are associated with passing the ABGC certification examination on the first attempt. We surveyed accredited genetic counseling graduate programs in North America and gathered demographic data, admissions variables, and certification examination outcome data for 1,494 trainees from 24 training programs, representing approximately 60.5% of matriculants between 2007 and 2016. Univariable analysis was performed to assess associations between admissions variables and categorical outcome (pass vs. fail) on the certification examination using Wilcoxon rank-sum or Fisher's exact test. Variables significantly associated with the categorical board outcome were then entered in a stepwise model selection procedure. In stepwise logistic regression, trainees with higher GPA (OR = 3.41; 95% CI = 1.99, 5.83), higher verbal (OR = 1.02; 95% CI = 1.01, 1.03) and quantitative (OR = 1.02; 95% CI = 1.01, 1.03) GRE® scores, female trainees (OR = 2.95; 95% CI = 1.70, 5.12), and White trainees (OR 3.37; 95% CI = 2.14, 5.30) had higher odds of passing the certification examination on the first attempt. As programs move to a holistic approach to graduate admissions in order to improve access to the genetic counseling profession, our results may influence programs to provide additional preparation for the certification examination for all trainees. In addition, genetic counseling professional organizations should continue to work together to assess and eliminate outcome disparities in admissions, training, and certification processes.

A Randomized Study to Assess the Effect of Including the Graduate Record Examinations Results on Reviewer Scores for Underrepresented Minorities

Whether requiring Graduate Record Examinations (GRE) results for doctoral applicants affects the diversity of admitted cohorts remains uncertain. This study randomized applications to 2 population-health doctoral programs at the University of California San Francisco to assess whether masking reviewers to applicant GRE results differentially affects reviewers’ scores for underrepresented minority (URM) applicants from 2018–2020. Applications with GRE results and those without were randomly assigned to reviewers to designate scores for each copy (1–10, 1 being best). URM was defined as self-identification as African American/Black, Filipino, Hmong, Vietnamese, Hispanic/Latinx, Native American/Alaska Native, or Native Hawaiian/Other Pacific Islander. We used linear mixed models with random effects for the applicant and fixed effects for each reviewer to evaluate the effect of masking the GRE results on the overall application score and whether this effect differed by URM status. Reviewer scores did not significantly differ for unmasked versus masked applications among non-URM applicants (β = 0.15; 95% CI: −0.03, 0.33) or URM applicants (β = 0.02, 95% CI: −0.49, 0.54). We did not find evidence that removing GREs differentially affected URM compared with non-URM students (β for interaction = −0.13, 95% CI: −0.55, 0.29). Within these doctoral programs, results indicate that GRE scores neither harm nor help URM applicants.

A cross-institutional analysis of the effects of broadening trainee professional development on research productivity

PhD-trained scientists are essential contributors to the workforce in diverse employment sectors that include academia, industry, government, and nonprofit organizations. Hence, best practices for training the future biomedical workforce are of national concern. Complementing coursework and laboratory research training, many institutions now offer professional training that enables career exploration and develops a broad set of skills critical to various career paths. The National Institutes of Health (NIH) funded academic institutions to design innovative programming to enable this professional development through a mechanism known as Broadening Experiences in Scientific Training (BEST). Programming at the NIH BEST awardee institutions included career panels, skill-building workshops, job search workshops, site visits, and internships. Because doctoral training is lengthy and requires focused attention on dissertation research, an initial concern was that students participating in additional complementary training activities might exhibit an increased time to degree or diminished research productivity. Metrics were analyzed from 10 NIH BEST awardee institutions to address this concern, using time to degree and publication records as measures of efficiency and productivity. Comparing doctoral students who participated to those who did not, results revealed that across these diverse academic institutions, there were no differences in time to degree or manuscript output. Our findings support the policy that doctoral students should participate in career and professional development opportunities that are intended to prepare them for a variety of diverse and important careers in the workforce.

Review of Racially Equitable Admissions Practices in STEM Doctoral Programs

This study reviews literature on racially equitable admissions practices relevant to graduate programs in STEM. Graduate Record Exam (GRE) scores correlate more strongly with race, gender, and socioeconomic status than performance metrics for research during or after graduate school. Structural changes to admissions processes that can improve equity of admissions decisions and reduce correlations between admissions decisions and demographic data include using holistic review or composite scores that quantize more components of an application, removing hard limits on course requirements, admitting students as a cohort instead of to individual faculty sponsors, and diversifying admissions committees. Some alternative scoring methods attempt to measure personality traits, but performing these measurements during admissions may present difficulties. Bridge programs—whether they are implemented as collaborations with a minority-serving institution, a personalized educational program for each student admitted to a program, or a stand-alone program before the doctoral degree program—may be able to improve both recruitment and retention of students with underrepresented racial and ethnic identities in their field of study. Finally, financial barriers to applications can disproportionately affect underrepresented applicants due to systemic racism. We end with recommendations for graduate programs to improve equity in admissions processes.

Performance measures of racially underrepresented Ph.D. students in biomedical sciences: The UAMS IMSD Program Outcomes

The purpose of this study was to identify performance measures of racially underrepresented minority (RUM) Ph.D. trainees who needed additional training initiatives to assist with completing the UAMS biomedical science degree. A sample of 37 trainees in the 10-year NIH-NIGMS funded Initiative for Maximizing Student Development (IMSD) program at the University of Arkansas for Medical Sciences (UAMS) were examined. Descriptive statistics and correlations examined process measures (GRE scores, GPAs, etc.) and outcome measures (time-to-degree, publications, post-doctoral fellowship, etc.) While differences were found, there were no statistically significant differences between how these two groups (Historically Black Colleges and Universities (HBCUs) and Predominately White Institutions (PWIs)) of students performed over time as Ph.D. students. Graduates who scored lower on the verbal section of the GRE also had a higher final graduate school grade point average in graduates who received their undergraduate training from HBCUs. Of the graduates who received their undergraduate training from PWIs, graduates who scored lower on the quantitative section of the GRE had higher numbers of publications. These findings stimulate the need to 1) reduce reliance on the use of the GRE in admission committee decisions, 2) identify psychometrically valid indicators that tailored to assess outcome variables that are relevant to the careers of biomedical scientists, and 3) ensure the effective use of the tools in making admission decisions.

GRE and Undergraduate GPA as Predictors of Veterinary Medical School Grade Point Average, VEA Scores and NAVLE Scores While Accounting for Range Restriction

We explored the relation between Undergraduate GPA (UGPA) and Graduate Record Examination (GRE) Verbal scores and several indices of achievement in veterinary medical education across five cohorts of veterinary students (N per model ranging from 109 to 143). Achievement indices included overall grade point average in veterinary school (CVMGPA), scores on the North American Veterinary Licensing Examination (NAVLE) and scores on the Veterinary Educational Assessment (VEA). We calculated zero order correlations among all measures, and corrected correlations for range restriction. In all cases, corrected correlations exceeded uncorrected ones. For each index of achievement, we conducted hierarchical regressions using the corrected correlations as input, entering UGPA in the first step and GRE Verbal in the second step. Overall, UGPA and GRE Verbal combined explained from 70 to 84% of variance in CVMGPA, 51–91% of variance in VEA scores, and 41–92% of variance in NAVLE scores. For 12 of 15 comparisons, the second step (including GRE Verbal scores) significantly improved R². Our results reaffirm the value of UGPA scores and GRE Verbal scores for predicting subsequent academic achievement in veterinary school.

Journeying through the Field of Medicinal Chemistry: Perspectives from Graduate Researchers

The training of new medicinal chemists is vital to the future of the field, and as graduate students at this critical stage, we are uniquely positioned to comment on our training. Herein, we discuss the perspectives from graduate researchers before, during, and after graduate school by utilizing survey data obtained from five medicinal chemistry programs in the Midwest and recent alumni of the University of Minnesota. We also reflect on the female perspective within the field of medicinal chemistry. Finally, we offer recommendations to both students and faculty in the hopes of helping future generations succeed in the field.

Signatures of medical student applicants and academic success

The acceptance of students to a medical school places a considerable emphasis on performance in standardized tests and undergraduate grade point average (uGPA). Traditionally, applicants may be judged as a homogeneous population according to simple quantitative thresholds that implicitly assume a linear relationship between scores and academic success. This ‘one-size-fits-all’ approach ignores the notion that individuals may show distinct patterns of achievement and follow diverse paths to success. In this study, we examined a dataset composed of 53 variables extracted from the admissions application records of 1,088 students matriculating to NYU School of Medicine between the years 2006–2014. We defined training and test groups and applied K-means clustering to search for distinct groups of applicants. Building an optimized logistic regression model, we then tested the predictive value of this clustering for estimating the success of applicants in medical school, aggregating eight performance measures during the subsequent medical school training as a success factor. We found evidence for four distinct clusters of students—we termed ‘signatures’—which differ most substantially according to the absolute level of the applicant’s uGPA and its trajectory over the course of undergraduate education. The ‘risers’ signature showed a relatively higher uGPA and also steeper trajectory; the other signatures showed each remaining combination of these two main factors: ‘improvers’ relatively lower uGPA, steeper trajectory; ‘solids’ higher uGPA, flatter trajectory; ‘statics’ both lower uGPA and flatter trajectory. Examining the success index across signatures, we found that the risers and the statics have significantly higher and lower likelihood of quantifiable success in medical school, respectively. We also found that each signature has a unique set of features that correlate with its success in medical school. The big data approach presented here can more sensitively uncover success potential since it takes into account the inherent heterogeneity within the student population.

Predicting professional school performance with a unique lens: are there other cognitive predictors?

BACKGROUND

We investigated the associations between admissions criteria and performance in four cohorts of pre-dental MS in Oral Health Sciences (OHS) program at Boston University Schools of Medicine and Dental Medicine. Previously we have reported that OHS serves as a successful pre-dental pipeline program for students from underrepresented groups.

METHODS

We evaluated academic variables that further affect overall graduate GPA and grades in the first year dental school courses taken by OHS students at Boston University between 2012 and 2016 as part of the MS curriculum. Demographic data, region of residency, undergraduate grade point average, number of science and math credits, major of study, dental admissions test scores and undergraduate institution were collected. The competitiveness of the undergraduate institution was scored based on Barron's Profiles of American Colleges. OHS-GPA was assessed and individual grades in two first year dental school courses taken as part of the OHS curriculum were collected. Analysis of variance, the Chi-square test and Fisher's Exact test were utilized to assess associations between academic performance parameters, successful program completion and matriculation to dental school.

RESULTS

Results indicate that undergraduate major, age and number of science course credits taken had no impact on MS performance in the Boston University MS in Oral Health Sciences program; however, students who took an undergraduate course in Physiology performed better than those who did not (p = 0.034). This was not the case with courses in Cell Biology and Biochemistry. Students with DAT scores over 20 academic average (p = 0.001), 18 total science average (p = 0.001) and 22 reading comprehension (p = 0.004) performed better in dental school courses taken in OHS.

CONCLUSION

We report that strong test scores, attending a mid or highly rigorous undergraduate institution and completion of an undergraduate Physiology course are positive predictors. We hope these findings will guide admission's decisions and improve recruitment to, and future success of, graduate student's pursuit of professional school. Understanding alternative predictors of success may help to reduce the intrinsic bias among applicants from underrepresented groups and continue to look beyond the DATs (or MCATs) to decrease the gap between professionals from underrepresented groups and those they serve.

The GRE over the entire range of scores lacks predictive ability for PhD outcomes in the biomedical sciences

The association between GRE scores and academic success in graduate programs is currently of national interest. GRE scores are often assumed to be predictive of student success in graduate school. However, we found no such association in admission data from Vanderbilt's Initiative for Maximizing Student Diversity (IMSD), which recruited historically underrepresented students for graduate study in the biomedical sciences at Vanderbilt University spanning a wide range of GRE scores. This study avoids the typical biases of most GRE investigations of performance where primarily high-achievers on the GRE were admitted. GRE scores, while collected at admission, were not used or consulted for admission decisions and comprise the full range of percentiles, from 1% to 91%. We report on the 32 students recruited to the Vanderbilt IMSD from 2007-2011, of which 28 completed the PhD to date. While the data set is not large, the predictive trends between GRE and long-term graduate outcomes (publications, first author publications, time to degree, predoctoral fellowship awards, and faculty evaluations) are remarkably null and there is sufficient precision to rule out even mild relationships between GRE and these outcomes. Career outcomes are encouraging; many students are in postdocs, and the rest are in regular stage-appropriate career environments for such a cohort, including tenure track faculty, biotech and entrepreneurship careers.

A Model for Holistic Review in Graduate Admissions That Decouples the GRE from Race, Ethnicity, and Gender

Graduate schools around the United States are working to improve access to science, technology, engineering, and mathematics (STEM) in a manner that reflects local and national demographics. The admissions process has been the focus of examination, as it is a potential bottleneck for entry into STEM. Standardized tests are widely used as part of the decision-making process; thus, we examined the Graduate Record Examination (GRE) in two models of applicant review: metrics-based applicant review and holistic applicant review to understand whether it affected applicant demographics at The University of Texas MD Anderson Cancer Center UTHealth Graduate School of Biomedical Sciences. We measured the relationship between GRE scores of doctoral applicants and admissions committee scores. Metrics-based review of applicants excluded twice the number of applicants who identified as a historically underrepresented minority compared with their peers. Efforts to implement holistic applicant review resulted in an unexpected result: the GRE could be used as a tool in a manner that did not reflect its reported bias. Applicant assessments in our holistic review process were independent of gender, racial, and citizenship status. Importantly, our recommendations provide a blueprint for institutions that want to implement a data-driven approach to assess applicants in a manner that uses the GRE as part of the review process.

Preadmission predictors of graduation success from a physical therapy education program in the southwestern United States

PURPOSE

The field of physical therapy education is seeking an evidence-based approach to inform qualified applicant admission. A considerable amount of research exists; however, results represent an array of outcomes making practical application difficult. It aims to determine what preadmission criteria are predictors of graduation success.

METHODS

Data from the 2013-2016 graduating cohorts (n=149) were collected. Predictors included verbal, quantitative and analytical Graduate Record Examination rank percentile), admissions interview, precumulative science grade point average (SGPA), precumulative grade point average (UGPA), and reflective essay. Measures of graduation success were identified as the National Physical Therapy Examination (NPTE) and grade point average at the time of graduation (GGPA). Two separate mixed effects models determined associations between preadmission predictors and NPTE, and preadmission predictors and GGPA.

RESULTS

Overall, NPTE model fit comparison was significant (df=10; p=0.001) and within-cohort variance decreased 59.5%. The NPTE was associated with GGPA (β=125.21; p=0.001), and verbal Graduate Record Examination (VGRE) rank percentile interview, essay and GGPA (p≤0.001) impacted model fit. Overall, GGPA model fit comparison was not significant (df=8; p=0.56) and within-cohort variance was decreased by 16.4%. The GGPA was associated with interview (β=0.02; p=0.04) and UGPA (β=0.25; p=0.04). VGRE rank percentile, interview, UGPA, and essay (p≤0.02) impacted model fit.

CONCLUSION

Above findings suggest that GGPA predicts NPTE, and the interview and UGPA predict GGPA. The essay and VGRE rank percentile warrant attention because of their influence on model fit. It is recommended that admissions ranking matrices designate greater weight to the interview, UGPA, VGRE rank percentile, and essay.

Typical physics Ph.D. admissions criteria limit access to underrepresented groups but fail to predict doctoral completion

This study aims to understand the effectiveness of typical admissions criteria in identifying students who will complete the Physics Ph.D. Multivariate statistical analysis of roughly one in eight physics Ph.D. students from 2000 to 2010 indicates that the traditional admissions metrics of undergraduate grade point average (GPA) and the Graduate Record Examination (GRE) Quantitative, Verbal, and Physics Subject Tests do not predict completion as effectively admissions committees presume. Significant associations with completion were found for undergraduate GPA in all models and for GRE Quantitative in two of four studied models; GRE Physics and GRE Verbal were not significant in any model. It is notable that completion changed by less than 10% for U.S. physics major test takers scoring in the 10th versus 90th percentile on the Quantitative test. Aside from these limitations in predicting Ph.D. completion overall, overreliance on GRE scores in admissions processes also selects against underrepresented groups.

Multi-institutional study of GRE scores as predictors of STEM PhD degree completion: GRE gets a low mark

The process of selecting students likely to complete science, technology, engineering and mathematics (STEM) doctoral programs has not changed greatly over the last few decades and still relies heavily on Graduate Record Examination (GRE) scores in most U.S. universities. It has been long debated whether the GRE is an appropriate selection tool and whether overreliance on GRE scores may compromise admission of students historically underrepresented in STEM. Despite many concerns about the test, there are few studies examining the efficacy of the GRE in predicting PhD completion and even fewer examining this question in STEM fields. For the present study, we took advantage of a long-lived collaboration among institutions in the Northeast Alliance for Graduate Education and the Professoriate (NEAGEP) to gather comparable data on GRE scores and PhD completion for 1805 U.S./Permanent Resident STEM doctoral students in four state flagship institutions. We found that GRE Verbal (GRE V) and GRE Quantitative (GRE Q) scores were similar for women who completed STEM PhD degrees and those who left programs. Remarkably, GRE scores were significantly higher for men who left than counterparts who completed STEM PhD degrees. In fact, men in the lower quartiles of GRE V or Q scores finished degrees more often than those in the highest quartile. This pattern held for each of the four institutions in the study and for the cohort of male engineering students across institutions. GRE scores also failed to predict time to degree or to identify students who would leave during the first year of their programs. Our results suggests that GRE scores are not an effective tool for identifying students who will be successful in completing STEM doctoral programs. Considering the high cost of attrition from PhD programs and its impact on future leadership for the U.S. STEM workforce, we suggest that it is time to develop more effective and inclusive admissions strategies.

Demystifying Graduate School: Navigating a PhD in Neuroscience and Beyond

The decision to apply to a PhD-granting graduate program is both exciting and daunting. Understanding what graduate programs look for in an applicant will increase the chance of successful admission into a PhD program. It is also helpful for an applicant to understand what graduate training will look like once they matriculate into a PhD program to ensure they select programs that will help them reach their career objectives. This article focuses specifically on PhD programs in neuroscience, and while we use our program, the Graduate Program in Neuroscience at the University of Minnesota, as an example, most of what we describe is applicable to biomedical graduate programs generally. In order to ensure that our description of graduate programs is typical of neuroscience graduate programs generally, we surveyed the online websites of 52 neuroscience graduate programs around the U. S. and include our observations here. We will examine what graduate schools look for in an applicant, what to expect once admitted into a PhD graduate program, and the potential outcomes for those who successfully complete their PhD in neuroscience.

Exposure to multiple career pathways by biomedical doctoral students at a public research university

The Broadening Experiences in Scientific Experiences (BEST) program at Wayne State University was designed to increase doctoral students' awareness of multiple employment sectors beyond academia, improve their knowledge of transferable skills required to succeed in any career path, provide opportunities to explore diverse career paths, and gain in-depth knowledge about those paths using experiential learning opportunities. We devised a three-phase program that ranged from providing students with a broad introduction to multiple career opportunities to immersive experiential learning in a specific career sector. Importantly, program content was developed and delivered by alumni and industry experts in five employment sectors-business/industry, communication, government, law/regulatory affairs, and undergraduate/PUI teaching-in partnership with WSU faculty. This article provides data on two notable outcomes: doctoral students participate equally in BEST activities regardless of gender, race, and citizenship status, and student participation in BEST activities did not correlate with lower GRE ratings, lower GPA, or increased time-to-degree. Further, a "halo" effect of the program is evidenced by participation of students from all disciplines, not just the biomedical sciences. Centralizing BEST activities within the Graduate School will allow faculty and individual programs to save resources and time.

Admission testing for higher education: A multi-cohort study on the validity of high-fidelity curriculum-sampling tests

We investigated the validity of curriculum-sampling tests for admission to higher education in two studies. Curriculum-sampling tests mimic representative parts of an academic program to predict future academic achievement. In the first study, we investigated the predictive validity of a curriculum-sampling test for first year academic achievement across three cohorts of undergraduate psychology applicants and for academic achievement after three years in one cohort. We also studied the relationship between the test scores and enrollment decisions. In the second study, we examined the cognitive and noncognitive construct saturation of curriculum-sampling tests in a sample of psychology students. The curriculum-sampling tests showed high predictive validity for first year and third year academic achievement, mostly comparable to the predictive validity of high school GPA. In addition, curriculum-sampling test scores showed incremental validity over high school GPA. Applicants who scored low on the curriculum-sampling tests decided not to enroll in the program more often, indicating that curriculum-sampling admission tests may also promote self-selection. Contrary to expectations, the curriculum-sampling tests scores did not show any relationships with cognitive ability, but there were some indications for noncognitive saturation, mostly for perceived test competence. So, curriculum-sampling tests can serve as efficient admission tests that yield high predictive validity. Furthermore, when self-selection or student-program fit are major objectives of admission procedures, curriculum-sampling test may be preferred over or may be used in addition to high school GPA.

Institutional Interventions That Remove Barriers to Recruit and Retain Diverse Biomedical PhD Students

The faculty and student populations in academia are not representative of the diversity in the U.S.

POPULATION

Thus, research institutions and funding agencies invest significant funds and effort into recruitment and retention programs that focus on increasing the flow of historically underrepresented minorities (URMs) into the science, technology, engineering, and mathematics (STEM) pipeline. Here, we outline challenges, interventions, and assessments by the University of Texas MD Anderson Cancer Center UTHealth Graduate School of Biomedical Sciences (GSBS) that increased the diversity of the student body independently of grade point averages and Graduate Record Examination scores. Additionally, we show these efforts progressively decreased the attrition rates of URM students over time while eliminating attrition in the latest cohort. Further, the majority of URM students who graduate from the GSBS are likely to remain in the STEM pipeline beyond the postdoctoral training period. We also provide specific recommendations based on the data presented to identify and remove barriers that prevent entry, participation, and inclusion of the underrepresented and underserved in the STEM pipeline.

Visualization of gender, race, citizenship and academic performance in association with career outcomes of 15-year biomedical doctoral alumni at a public research university

It has long been thought that biomedical doctoral students pursue careers primarily as tenure-track/tenured faculty at research institutions. Recent reports showed, however, that the majority of biomedical doctoral alumni engage in a variety of careers. Wayne State University (WSU) undertook a project to understand the career trajectories of its biomedical doctoral alumni to create programs to better prepare its students for careers in multiple pathways. Data were collected on career outcomes of WSU’s biomedical doctoral alumni who graduated in a 15-year period from 1999–2014. Careers were classified into three tiers by Employment Sector, Career Types and Job Functions and career paths were examined by alumni gender, race, U.S. citizenship status, and association with certain academic characteristics. Several statistically significant differences in career paths among all demographics were found. For example, women were more likely to be in teaching and providing healthcare, men in faculty and research; Black alumni pursued careers in Government at higher rates and Whites in For-Profit careers; Asians and non-U.S. citizens spent more time in training positions than others. There was no association of academic characteristics such as GRE, GPA, and Time-to-Degree completion with careers in the two largest sectors of Academia or For-profit. Since our trainees are engaged in this rich variety of careers essential to advancing biomedical science and research nationally, it is imperative for the graduate training community to embrace all careers as successful, and transform the model for biomedical doctoral training to foster student success across this broad career spectrum.

The art and science of selecting graduate students in the biomedical sciences: Performance in doctoral study of the foundational sciences

The goal of this study was to investigate associations between admissions criteria and performance in Ph.D. programs at Boston University School of Medicine. The initial phase of this project examined student performance in the classroom component of a newly established curriculum named "Foundations in Biomedical Sciences (FiBS)". Quantitative measures including undergraduate grade point average (GPA), graduate record examination (GRE; a standardized, computer-based test) scores for the verbal (assessment of test takers' ability to analyze, evaluate, and synthesize information and concepts provided in writing) and quantitative (assessment of test takers' problem-solving ability) components of the examination, previous research experience, and competitiveness of previous research institution were used in the study. These criteria were compared with competencies in the program defined as students who pass the curriculum as well as students categorized as High Performers. These data indicated that there is a significant positive correlation between FiBS performance and undergraduate GPA, GRE scores, and competitiveness of undergraduate institution. No significant correlations were found between FiBS performance and research background. By taking a data-driven approach to examine admissions and performance, we hope to refine our admissions criteria to facilitate an unbiased approach to recruitment of students in the life sciences and to share our strategy to support similar goals at other institutions.

A reflection on faculty diversity in the 21st century

The 21st century is nearly two decades old, and the faculty ranks at our educational institutions remain sparsely diverse. While educational institutions are continually being challenged to increase the diversity of their faculty, progress is slow. This essay offers a perspective on the importance of diversity in our educational institutions as well as on the traditional metrics that our institutions use to evaluate faculty in hiring, promotion, and tenure. I also reflect on how my life experiences as a person of color provided me with the skills needed to succeed as an academic in science and inspired me to dedicate myself to work to increase the representation of women and people of color in science and in our educational institutions to create an inclusive environment for all members of the scientific community.