scholarly journals Use of Demographic and Quantitative Admissions Data to Predict Performance on the National Physical Therapy Examination

2007 ◽  
Vol 87 (9) ◽  
pp. 1181-1193 ◽  
Author(s):  
Ralph R Utzman ◽  
Daniel L Riddle ◽  
Dianne V Jewell
Keyword(s):  
Physical Therapy ◽  
Grade Point Average ◽  
Physical Therapist ◽  
Prediction Rule ◽  
Graduate Record Examination ◽  
Grade Point ◽  
National Physical Therapy Examination ◽  
Nationally Representative ◽  
Physical Therapist Student ◽  
Student Risk

Background and Purpose: The purpose of this study was to determine whether admissions data could be used to estimate physical therapist student risk for failing the National Physical Therapy Examination (NPTE). Subjects: A nationally representative sample of 20 physical therapist education programs provided data on 3,365 students. Methods: Programs provided data regarding demographic characteristics, undergraduate grade point average (uGPA), and quantitative and verbal Graduate Record Examination scores (qGRE, vGRE). The Federation of State Boards of Physical Therapy provided NPTE data. Data were analyzed using hierarchical logistic regression. Results: A prediction rule that included uGPA, vGRE, qGRE, and race or ethnicity was developed from the entire sample. Prediction rules for individual programs showed large variation. Discussion and Conclusion: Undergraduate grade point average, GRE scores, and race or ethnicity can be useful for estimating student risk for failing the NPTE. Programs should use GPA and GRE scores along with other data to calculate their own estimates of student risk.

scholarly journals Use of Demographic and Quantitative Admissions Data to Predict Academic Difficulty Among Professional Physical Therapist Students

2007 ◽  
Vol 87 (9) ◽  
pp. 1164-1180 ◽  
Author(s):  
Ralph R Utzman ◽  
Daniel L Riddle ◽  
Dianne V Jewell
Keyword(s):  
Grade Point Average ◽  
Physical Therapist ◽  
Prediction Rule ◽  
Graduate Record Examination ◽  
Academic Risk ◽  
Grade Point ◽  
Academic Difficulty ◽  
Physical Therapist Students ◽  
Nationally Representative ◽  
Student Risk

Background and Purpose: The purpose of this study was to determine whether admissions data could be used to estimate physical therapist students' risk for academic difficulty. Subjects: A nationally representative sample of 20 physical therapist education programs provided data on 3,582 students. Methods: Programs provided data regarding student demographic characteristics, undergraduate grade point average (uGPA), quantitative and verbal Graduate Record Examination scores (qGRE, vGRE), and academic difficulty. Data were analyzed using logistic regression. Rules for predicting risk of academic difficulty were developed. Results: A prediction rule that included uGPA, vGRE, qGRE, age, and race or ethnicity was developed from the entire sample. Prediction rules for individual programs showed large variation. Discussion and Conclusion: Undergraduate grade point average, GRE scores, age, and race or ethnicity can be useful for estimating student academic risk. Programs should calculate their own estimates of student risk. Academic programs should use risk estimates in combination with other data to recruit, admit, and retain students.

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

2019 ◽  
Vol 16 ◽  
pp. 5
Author(s):  
Gretchen Roman ◽  
Matthew Paul Buman
Keyword(s):  
Physical Therapy ◽  
Grade Point Average ◽  
Degrees Of Freedom ◽  
The United States ◽  
Model Fit ◽  
Physical Therapy Education ◽  
Graduate Record Examination ◽  
Grade Point ◽  
Graduation Success ◽  
Therapy Education

Purpose: The field of physical therapy education is seeking an evidence-based approach for admitting qualified applicants, as previous research has assessed various outcomes, impeding practical application. This study was conducted to identify preadmission criteria predictive of graduation success. Methods: Data from the 2013–2016 graduating cohorts (n=149) were collected. Predictors included verbal Graduate Record Examination rank percentile (VGRE%), quantitative GRE rank percentile, and analytical GRE rank percentile, the admissions interview, precumulative science grade point average (SGPA), precumulative grade point average (UGPA), and a reflective essay. The National Physical Therapy Examination (NPTE) and grade point average at the time of graduation (GGPA) were used as measures of graduation success. Two separate mixed-effects models determined the associations of preadmission predictors with NPTE performance and GGPA. Results: The NPTE model fit comparison showed significant results (degrees of freedom [df]=10, P=0.001), decreasing within-cohort variance by 59.5%. NPTE performance were associated with GGPA (β=125.21, P=0.001), and VGRE%, the interview, the essay, and GGPA (P≤0.001) impacted the model fit. The GGPA model fit comparison did not show significant results (df=8, P=0.56), decreasing within-cohort variance by 16.4%. The GGPA was associated with the interview (β=0.02, P=0.04) and UGPA (β=0.25, P=0.04), and VGRE%, the interview, UGPA, and the essay (P≤0.02) impacted model fit. Conclusion: In our findings, GGPA predicted NPTE performance, and the interview and UGPA predicted GGPA. Unlike past evidence, SGPA showed no predictive power. The essay and VGRE% warrant attention because of their influence on model fit. We recommend that admissions ranking matrices place a greater weight on the interview, UGPA, VGRE%, and essay.

scholarly journals Determining Cognitive and Non-Cognitive Predictors of Success on the National Physical Therapy Examination

2012 ◽  
Author(s):  
Carolyn Galleher ◽  
Peter Rundquist ◽  
David Barker ◽  
Wen-Pin Chang
Keyword(s):  
Physical Therapy ◽  
Personality Traits ◽  
Grade Point Average ◽  
Standardized Test ◽  
Coping Skills ◽  
Sat Scores ◽  
Grade Point ◽  
National Physical Therapy Examination ◽  
Physical Therapy Programs ◽  
And Coping

Background and Purpose: A variety of admission criteria have been utilized to assist in the selection of viable candidates in physical therapy programs. These criteria include cognitive measurements such as grade point average (GPA) and standardized test scores. However, only a few studies correlated these cognitive measurements to predicting success on the National Physical Therapy Examination (NPTE). The purpose of this study was to examine the performance of entry-level doctoral physical therapy (DPT) students on prior cognitive measurements and correlate it to passing on the first attempt of the NPTE. This study also aimed to determine if two inventory surveys examining personality traits and coping skills were appropriate predictors for passing the NPTE on the first attempt. Subjects: Forty-nine students from seven physical therapy programs which offer the DPT program participated in the study. Methods: Participants provided their Scholastic Aptitude Test (SAT) scores and undergraduate grade point average (GPA) and completed three surveys including a survey on past academic performance, the Big Five Inventory (BFI) personality survey and the Coping Inventory for Stressful Situations (CISS). Logistic regression and correlation coefficients were used to analyze the relationship of these factors to the NPTE and to each other. Results: SAT score was the only significant variable identified as a predictor for passing the NPTE on the first attempt. Discussion and Conclusion: SAT scores may be utilized to predict performance on the NPTE. Personality traits and coping skills were not found to be statistically significant predictors.

scholarly journals Grit and Academic Performance in Doctor of Physical Therapy Students

2020 ◽  
Author(s):  
Scott Richardson ◽  
Michael Scotto ◽  
MayAnne Belcina ◽  
Richa Patel ◽  
Kevin Wiener
Keyword(s):  
Physical Therapy ◽  
Grade Point Average ◽  
Graduate School ◽  
Preliminary Evidence ◽  
Physical Therapy Students ◽  
School Grade ◽  
Convenience Sample ◽  
Grade Point ◽  
Doctor Of Physical Therapy ◽  
Therapy Program

Purpose: The purpose of this study was to determine whether a physical therapy student’s level of grit positively correlates to graduate school grade point average. Methods: Participants were a convenience sample recruited from the class of 2021 in the Doctor of Physical Therapy program at Franklin Pierce University in Goodyear, Arizona. Subjects completed the Short Grit Scale (Grit-S) as a measure of grit. These scores were compared with participants’ graduate school grade point average using a Spearman Rho statistical test with data analysis completed using SPSS software. Results: 27 participants (15 males, 12 females) with mean grit score of 3.76 ± 0.48 and mean grade point average 3.72 ± 0.18. Spearman Rho correlation was .463 (p < .05). Conclusion: A significant moderate positive correlation between grit and graduate school grade point average in physical therapy students was found. These findings indicate preliminary evidence that may be useful for admissions considerations for DPT programs.

Relationship of Undergraduate Grade Point Average (GPA) and Graduate Record Examination Scores With Level II Fieldwork Performance

2015 ◽  
Vol 69 (Suppl. 1) ◽  
pp. 6911505120p1
Author(s):  
Alaena Haber ◽  
Allie Fen ◽  
Katherine Perrine ◽  
Jessica Jin ◽  
Molly Bathje ◽  
...  
Keyword(s):  
Grade Point Average ◽  
Graduate Record Examination ◽  
Grade Point ◽  
Level Ii ◽  
Relationship Of

scholarly journals Longitudinal Assessment of Emotional Intelligence in Doctor of Physical Therapy Students

2011 ◽  
Author(s):  
Erika Lewis
Keyword(s):  
Emotional Intelligence ◽  
Physical Therapy ◽  
Clinical Performance ◽  
Predictive Ability ◽  
Physical Therapy Students ◽  
Longitudinal Assessment ◽  
Grade Point ◽  
National Physical Therapy Examination ◽  
Doctor Of Physical Therapy ◽  
Predictive Instrument

Emotional intelligence has been shown to predict clinical performance in other medical fields and may be a predictor for clinical performance in physical therapy students. Longitudinal assessment of emotional intelligence of Doctor of Physical Therapy students was obtained yearly (three times) beginning in the first year. In addition, the relationship between emotional intelligence and performance on the National Physical Therapy Examination (NPTE) and clinical performance (using the Clinical Performance Instrument (CPI)) was examined. Participants. Graduate physical therapy students (n = 260; 218 women and 42 men) between the ages of 20 and 35 from four schools participated. Methods. Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEITTM version 2.0) scores, Graduate Record Exam (GRE) scores, pre-requisite and professional grade point averages (GPAs), NPTE scores, CPI scores (Version 4), and demographic information were collected. Results. Correlation between emotional intelligence and CPI (at either assessment period) was r < 0.37 and emotional intelligence and the NPTE was r = 0.25. Correlation between the various GPA scores and CPI scores was r < 0.13. Likewise, CPI scores or NPTE scores could not be predicted using regression analyses with any combination of emotional intelligence scores, GPA scores, and GRE scores. Higher total emotional intelligence was observed in those who passed the NPTE (103.3) versus those who failed (97.7) the examination (p = 0.05). No differences in total emotional intelligence or any of the subscales were observed over time.Discussion and Conclusion. Emotional intelligence may be a factor in passing the NPTE but had little predictive ability in assessing NPTE or CPI performance. Moreover, GPA and GRE scores also failed to predict CPI or NPTE, indicating a predictive instrument of clinical performance is still needed.

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

2019 ◽  
Vol 5 (1) ◽  
pp. eaat7550 ◽  
Author(s):  
Casey W. Miller ◽  
Benjamin M. Zwickl ◽  
Julie R. Posselt ◽  
Rachel T. Silvestrini ◽  
Theodore Hodapp
Keyword(s):  
Statistical Analysis ◽  
Grade Point Average ◽  
Multivariate Statistical Analysis ◽  
Graduate Record Examination ◽  
Multivariate Statistical ◽  
Grade Point ◽  
Doctoral Completion ◽  
Underrepresented Groups ◽  
Admissions Criteria ◽  
Limit Access

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.

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