Validity of admissions measures in predicting performance outcomes: the contribution of cognitive and non-cognitive dimensions.

Full Abstract

BACKGROUND:
Admissions committees face the daunting task of selecting a small number of candidates who are most likely to succeed in medical school from a large pool of seemingly suitable applicants. While numerous studies have shown moderate correlations among measures of academic performance, predictors of the non-cognitive domain (e.g. interpersonal, communication, ethical) remain elusive, in part because of the absence of a sound criterion measure.

PURPOSE:
We examined the utility of several cognitive and non-cognitive criteria used in the admissions processes in predicting both cognitive and non-cognitive dimensions of the licencing examinations of the Medical Council of Canada (LMCC).

METHODS:
Predictors included:
undergraduate GPA, undergraduate science GPA, an autobiographical letter, scores from a simulated tutorial, a personal interview and the MCAT. Of specific interest was the relation between measures of communication and problem-exploration skills as assessed during the admissions process and Part II of the LMCC Examination, a multi-station OSCE.

RESULTS:
Undergraduate GPAs were found to have the most utility in predicting both academic and clinical performance. Scores derived from the simulated tutorial did not predict future performance. The MCAT Verbal Reasoning score and the personal interview were found to be useful in predicting communication skills on the LMCC Part II.

CONCLUSIONS:
The results have implications for any school that uses the interview as an admissions tool.

Learn Faster Today Improve your study skills

Author information

Author/s: Kulatunga-Moruzi, Chan (C); Norman, Geoffrey R (GR);

Affiliation: Department of Psychology, McMaster University, Hamilton ON, L8S 4K1, Canada. kulatuc(-atsign-)mcmaster.ca

Journal and publication information

Publication Type: Journal Article; Research Support, Non-U.S. Gov't; Validation Studies

Journal: Teaching and learning in medicine (Teach Learn Med), published in United States. (Language: eng)

Reference: 2002-; vol 14 (issue 1) : pp 34-42

Dates: Created 2002/02/27; Completed 2002/08/19; Revised 2007/11/15;

PMID: 11865747, status: MEDLINE (last retrieval date: 11/6/2008)

Sourced from the National Library of Medicine. Abstract text and other information may be subject to copyright.

External Links for this article (including full text providers, if available):

Click Electronic Full-text Provider Links to see options for finding the electronic full text links to this article. Note there may be a subscription or fee required for access to the full text. See our FAQ for information on finding FREE full text articles.

This article may also be located in paper journal collections available in many libraries. Use the Journal and Publication Information above to find the full article.

MeSH headings (categories)

This article was linked to the MESH Headings shown below.

Cognition
Education, Medical, Undergraduate - organization & administration
Educational Measurement
Humans
Interviews as Topic

These are the highest related articles currently in the database:

See 100+ related articles.