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

2012 ◽  
Vol 102 (6) ◽  
pp. 463-470 ◽  
Author(s):  
Sanjay Sesodia ◽  
David Molnar ◽  
Graham P. Shaw
Keyword(s):  
Medical School ◽  
Test Score ◽  
At Risk Students ◽  
Predictive Ability ◽  
College Admission ◽  
Educational Background ◽  
High Rate ◽  
Medical College Admission Test ◽  
Medical College ◽  
Admission Test

Background: This study examined the predictive ability of educational background and demographic variables, available at the admission stage, to identify applicants who will graduate in 4 years from podiatric medical school. Methods: A logistic regression model was used to identify two predictors of 4-year graduation: age at matriculation and total Medical College Admission Test score. The model was cross-validated using a second independent sample from the same population. Cross-validation gives greater confidence that the results could be more generally applied. Results: Total Medical College Admission Test score was the strongest predictor of 4-year graduation, with age at matriculation being a statistically significant but weaker predictor. Conclusions: Despite the model’s capacity to predict 4-year graduation better than random assignment, a sufficient amount of error in prediction remained, suggesting that important predictors are missing from the model. Furthermore, the high rate of false-positives makes it inappropriate to use age and Medical College Admission Test score as admission screens in an attempt to eliminate attrition by not accepting at-risk students. (J Am Podiatr Med Assoc 102(6): 463–470, 2012)

Can We Predict Podiatric Medical School Grade Point Average Using an Admission Screen?

2012 ◽  
Vol 102 (6) ◽  
pp. 499-504 ◽  
Author(s):  
Graham P. Shaw ◽  
Evelio Velis ◽  
David Molnar
Keyword(s):  
Medical School ◽  
Grade Point Average ◽  
Test Score ◽  
College Admission ◽  
Medical College Admission Test ◽  
Data Set ◽  
Grade Point ◽  
First Semester ◽  
Medical College ◽  
Admission Test

Background: Most medical school admission committees use cognitive and noncognitive measures to inform their final admission decisions. We evaluated using admission data to predict academic success for podiatric medical students using first-semester grade point average (GPA) and cumulative GPA at graduation as outcome measures. Methods: In this study, we used linear multiple regression to examine the predictive power of an admission screen. A cross-validation technique was used to assess how the results of the regression model would generalize to an independent data set. Results: Undergraduate GPA and Medical College Admission Test score accounted for only 22% of the variance in cumulative GPA at graduation. Undergraduate GPA, Medical College Admission Test score, and a time trend variable accounted for only 24% of the variance in first-semester GPA. Conclusions: Seventy-five percent of the individual variation in cumulative GPA at graduation and first-semester GPA remains unaccounted for by admission screens that rely on only cognitive measures, such as undergraduate GPA and Medical College Admission Test score. A reevaluation of admission screens is warranted, and medical educators should consider broadening the criteria used to select the podiatric physicians of the future. (J Am Podiatr Med Assoc 102(6): 499–504, 2012)

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

2012 ◽  
Vol 102 (6) ◽  
pp. 446-450
Author(s):  
Robert M. Yoho ◽  
Kosta Antonopoulos ◽  
Vassilios Vardaxis
Keyword(s):  
Academic Performance ◽  
Medical School ◽  
Test Score ◽  
College Admission ◽  
Medical College Admission Test ◽  
Grade Point ◽  
Medical College ◽  
Pooled Data ◽  
Des Moines ◽  
Admission Test

Background: This study was performed to determine the relationship between undergraduate academic performance and total Medical College Admission Test score and academic performance in the podiatric medical program at Des Moines University. The allopathic and osteopathic medical professions have published educational research examining this relationship. To our knowledge, no such educational research has been published for podiatric medical education. Methods: The undergraduate cumulative and science grade point averages and total Medical College Admission Test scores of four podiatric medical classes (2007–2010, N = 169) were compared with their academic performance in the first 2 years of podiatric medical school using pairwise Pearson product moment correlations and multiple regression analysis. Results: Significant low to moderate positive correlations were identified between undergraduate cumulative and science grade point averages and student academic performance in years 1 and 2 of podiatric medical school for each of the four classes (except one) and the pooled data. There was no significant correlation between Medical College Admission Test score and academic performance in years 1 and 2 (except one) and the pooled data. Conclusions: These results identify undergraduate cumulative grade point average as the strongest cognitive admissions variable in predicting academic performance in the podiatric medicine program at Des Moines University, followed by undergraduate science grade point average. These results also suggest limitations of the total Medical College Admission Test score in predicting academic performance. Information from this study can be used in the admissions process and to monitor student progress. (J Am Podiatr Med Assoc 102(6): 446–450, 2012)

scholarly journals Admissions to Medical School During the COVID-19 Era Without the MCAT

2021 ◽  
Author(s):  
Peter Corridon
Keyword(s):  
Medical School ◽  
College Admission ◽  
Current Medical ◽  
Medical College Admission Test ◽  
Key Factors ◽  
Medical School Admission ◽  
Enrollment Decisions ◽  
Medical College ◽  
Admission Test ◽  
Standardized Exams

As medical schools cope with the consequences of the COVID-19 pandemic, a new cohort of students will be admitted in the fall. Administrators are again challenged to make unprecedented enrollment decisions without standardized exams. This challenge provides unique opportunities to support holistic admissions but also abruptly bypasses a process that has been employed since 1928. This article highlights key factors that are being considered during current medical school admission cycles, including limited opportunities to take standardized exams, heightened student anxiety, and potential exam alternatives. These factors are framed and discussed within the context of the medical college admission test (MCAT) exam.

Effect of Technology on Student Class Performance and Class Absence

2012 ◽  
Vol 102 (6) ◽  
pp. 471-476
Author(s):  
Sanjay Sesodia ◽  
David Molnar
Keyword(s):  
Instructional Technology ◽  
Grade Point Average ◽  
Test Performance ◽  
Test Score ◽  
Linear Regression Analysis ◽  
College Admission ◽  
Medical College Admission Test ◽  
Grade Point ◽  
Medical College ◽  
Admission Test

Background: This study examined the effect of instructional technology availability on the performance of students enrolled in a medical physiology course at a podiatric medical school. Methods: Multiple linear regression analysis was used to predict student overall test performance based on instructional technology, Medical College Admission Test score, undergraduate grade point average, and class absence. Results: The availability of instructional technology was associated with a small decline in mean test performance and a small increase in class absence. Class absence had a negative effect on test performance only when the technology was available. Total Medical College Admission Test score and grade point average were positively correlated with performance. Conclusions: Instructional technology did not enhance absentee student course performance and, indeed, hurt it. Its use as a means of providing access to additional lecture material needs to be reevaluated. (J Am Podiatr Med Assoc 102(6): 471–476, 2012)

scholarly journals Admissions to Medical School during the COVID-19 Era without the MCAT

2021 ◽  
Vol 8 ◽  
pp. 238212052110148
Author(s):  
Peter R. Corridon
Keyword(s):  
Medical School ◽  
College Admission ◽  
Current Medical ◽  
Medical College Admission Test ◽  
Key Factors ◽  
Medical School Admission ◽  
Enrollment Decisions ◽  
Medical College ◽  
Admission Test ◽  
Standardized Exams

As medical schools cope with the consequences of the COVID-19 pandemic, a new cohort of students will be admitted in the fall. Administrators are again challenged to make unprecedented enrollment decisions without standardized exams. This challenge provides unique opportunities to re-evaluate admission processes that has been employed since 1928 and support holistic admissions. This article highlights key factors that are being considered during current medical school admission cycles, including limited opportunities to take standardized exams, heightened student anxiety, and potential exam alternatives. These factors are framed and discussed within the context of the medical college admission test (MCAT) exam.

Effect of Retaking the Medical College Admission Test on Applicants' Scores

1980 ◽  
Vol 47 (2) ◽  
pp. 411-415 ◽  
Author(s):  
Nathaniel Givner ◽  
Irene Klintberg ◽  
Kevin Hynes
Keyword(s):  
Multivariate Analysis ◽  
Medical School ◽  
Analysis Of Variance ◽  
Test Scores ◽  
College Admission ◽  
Medical College Admission Test ◽  
Multivariate Analysis Of Variance ◽  
Medical College ◽  
Admission Test

This study was designed to determine whether or not retaking the Medical College Admission Test, a practice commonly engaged in by medical school applicants, results in significant improvement in test scores. A sample of 532 applicants, of which 93 applicants retook the test on two consecutive administrations, was studied. Multivariate analysis of variance indicated that the retake group initially was significantly lower than the non-retake group on all six scales. Although applicants who had retaken the test significantly improved their scores, the magnitude of this improvement was not impressive. Furthermore, scores of the retake group on their second test were still significantly lower than those of the non-retake group on two scales. Although retaking this test may lead to greater similarity between the two groups, retakers remain distinguishable from those who did not retake the test.

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