Students' perceived experience of university admission based on tests and interviews

Lessons learned from a non-traditional application process: Integrating user experiences to inform admission application design

PURPOSE

The research aim was to gather applicant expectations and perspectives with a user-centered approach during a pilot application process for a new dental school. The goal was to inform future admissions practices at our institution and for programs broadly.

METHODS

The High Point University admission team developed an electronic application external to current centralized services that was launched from May to August 2022. Participants who completed the application were requested to complete an electronic survey of closed- and open-ended questions about the factors influencing their application decisions, feedback about how to optimize the experience, and their overall satisfaction using a Net Promoter Score.

RESULTS

A total of 303 applicants (79% response rate) completed the survey about their application experience. The most influential reason for applying to the program was the optional Dental Admissions Test requirement (43%). Participants frequently referenced a need for a more human-centered process focused on the candidate rather than their numerical values and that the process should be smooth, straight-forward, short, easy, and simple. Participants requested that experiences should be weighed the most in the application process followed by letters of recommendation. Most applicants were "promoters" (68%) for the program with a Net Promoter Score of 62. Moreover, 32% and 45% rated the application process as the best or better application experience compared to other programs.

CONCLUSION

Programs can benefit from collecting applicant's (i.e., users) opinions and feedback about their expectations and experiences to inform more user-centered application processes.

A predictive model for alternative admission to dental education

AIM

To compare academic progress and performance of students admitted through two admission systems and to analyse the predictive power of different components in an alternative admission.

SAMPLE AND METHODS

The subjects were students admitted to the dental programme at Malmö University, Sweden. The grade admission group was admitted on grades from secondary school (n = 126) and the alternative admission group via an alternative admission procedure (n = 157). The alternative admission procedure consisted of the following components: problem-solving matrices, spatial capacity tested with folding and tin models, manual dexterity, capacity for empathy and interview. Comparisons were made for academic progress (dropouts from the programme and study rate) and academic performance (examinations failed and outcomes of a comprehensive clinical examination). Spearman correlation was calculated for each component of the alternative admission procedure and academic progress as well as academic performance. Multivariate analyses were also carried out.

RESULTS

Compared to the grade admission group, the alternative admission group presented lower rate of dropouts (3% vs. 20%, P < 0.001) and a larger proportion graduated within the expected time (88% vs. 60%, P < 0.01). There was no difference between the groups concerning academic performance. Capacity of empathy was correlated with study rate and outcomes of the clinical examination. The matrices predicted low proportion failed examinations and high students' self-assessments in the clinical examination. Predictive power of folding was limited and so was that of the interview. Manual dexterity was not correlated with academic progress or performance.

CONCLUSIONS

Results support further development of admission selection criteria, particularly emphatic capacity that predicts important student academic achievements.

The predictive value of criteria for student admission to dentistry

INTRODUCTION

In this study, we investigated the value of an individual selection procedure to choose dental students for the Faculty of Dental Medicine at the University of Witten/Herdecke, Germany. The selection procedure was divided into the following four steps: step one consisted of a formal application; step two consisted of a practical test; step three consisted of a personal interview; and step four consisted of a final selection by an independent committee.

MATERIAL AND METHODS

Data from 196 students were collected from the university files. The following data were compared: the grades of the final secondary school certificate (Abiturnoten) were compared with the grades of the Natural Science Examination (naturwissenschaftliche Vorprüfung), first Dental Examination (zahnärztliche Vorprüfung) and State Board Examination (Staatsexamen); specialisation or non-specialisation at secondary school in natural sciences was compared with the grades of the Natural Science Examination and the first Dental Examination; the results of the practical test of the selection procedure were compared with the grades of the practical examination in the first Dental Examination; the interview recommendations to the committee were compared with the grades of the first Dental Examination and the State Board Examination.

RESULTS

The results showed a positive correlation (R = 0.34; P < 0.001) between the secondary school grades and the Natural Science Examination grades. The correlation was weaker between the grades of the first Dental Examination and State Board Examination. No correlation was found between the specialisation during secondary school in biology, chemistry and physics or non-specialisation, and the results of the Natural Science Examination and first Dental Examination. A weak correlation was found between the grades the candidates obtained in the practical test of the selection procedure and the first Dental Examination.