Predictive factors of academic success in neuromusculoskeletal anatomy among doctor of physical therapy students

Predictors of academic success in anatomy have been studied, but not in Doctor of Physical Therapy (DPT) students. The objectives of this study were to (1) explore predictors of academic success in a DPT anatomy course, (2) evaluate sex-based differences in the predictors of academic success and their influence on anatomy course grade, and (3) investigate the influence of the DPT anatomy course on visual-spatial ability. Forty-nine DPT students completed a demographic questionnaire, Learning and Study Strategies Inventory (LASSI), and Mental Rotations Test (MRT) before the ten-week anatomy course (MRT-1) and repeated the MRT at the end of the course (MRT-2). Anatomy course grade was determined based on quizzes and written and practical examinations. Multiple regression analysis showed significant associations between the predictor variables age (p = 0.010) and the LASSI anxiety subscale (p = 0.017), which measures anxiety coping, with the anatomy course grade. On the MRT-1, male DPT students attempted and correctly answered more questions than females (both, p < 0.0001). Female students had higher LASSI self-regulation and use of academic resources subscale scores (both, p < 0.05). In the 44 DPT students that completed the MRT-2, the number of correct and attempted responses increased following the anatomy course (p < 0.0001). Age and anxiety coping, but not sex, are predictors of anatomy course grades in DPT students. Mental rotations test scores improved following the anatomy course. The LASSI should be used in other cohorts to identify students with low anxiety subscale scores in order to provide targeted support.

The prognostic validity of the formative for the summative MEQ (Modified Essay Questions)

Objective: The purpose of formative examinations is that students and lecturers receive an early feedback regarding the success of learning behavior and teaching methods. These also serve as practice for later summative exams. The aim of this paper is to investigate to what extent the result of the formative MEQ* at the end of the first semester at Witten/Herdecke University (UW/H) in the study program human medicine can be used as a predictor for the summative MEQ-1 at the end of the second semester which is part of the equivalence examination replacing the state examination. Methodology: The predictive value of the score achieved in the MEQ* on the MEQ-1 score, as well as the potential influence of the variables gender, age, high school graduation grade (German Abiturnote), professional background, and self-efficacy expectancy, was determined for students of human medicine. Results: Data from two cohorts of UW/H with a total of 88 students were included. Scores on the formative MEQ* correlate with those on the summative MEQ-1 in both cohorts. In regression analyses, only the score on the MEQ* proves to be a significant predictor of performance on the MEQ-1 (40.5% variance explanation). Particularly significant predictors are the scores in the subjects anatomy and clinical reasoning. Vocational training or pre-study only appear to contribute to higher scores in the MEQ* after the first semester, but have no further significance in predicting scores in the MEQ-1. Conclusion: The MEQ* was confirmed to be a good predictor of the MEQ-1. Thus, it serves as a formative exam to inform students about their current state of knowledge with regard to the summative exam MEQ-1, so that they can adequately adapt their learning strategies in the course of the second semester.

Preadmission Criteria as Predictors of Academic Success in Entry-Level Athletic Training and Other Allied Health Educational Programs

OBJECTIVE: To investigate preadmission criteria, Scholastic Aptitude Test (SAT) scores, and high school grade point average (HSGPA) and to determine the ability of those criteria to predict the college grade point average (CGPA) of graduates from programs in athletic training and 5 other allied health disciplines. DESIGN AND SETTING: Descriptive data, including age, sex, year of graduation, HSGPA, CGPA, and SAT scores (SAT mathematics [SATM], SAT verbal [SATV], and SAT total) were gathered from the files of graduates (1992 to 1997) of allied health education programs. SUBJECTS: The complete records of 373 graduates (244 women and 129 men) of 6 allied health education programs in athletic training, health management systems, occupational therapy, perfusion technology, physician assistant, and physical therapy were used in this study. Subjects with incomplete files were excluded from this study. MEASUREMENTS: We collected data from official college transcripts, official high school transcripts, and SAT scores reported to the university. Descriptive statistics, analysis of variance, Pearson correlation, and stepwise forward regression analyses were used to determine the ability of SATV score, SATM score, and HSGPA to predict CGPA. RESULTS: Both SATV score and HSGPA were found to predict 14% of the variance in student success (CGPA) in all allied health programs; however, only HSGPA was predictive of student success in athletic training (P =.00). Both SATV score and HSGPA were predictive of CGPA in both physical (P =.02 and.03, respectively) and occupational (P =.02 and.00, respectively) therapy graduates; however, they predicted only 12% and 21%, respectively, of the variance in CGPA. The SATM score was predictive of CGPA in both perfusion technology (P =.05) and physician assistant (P =.00) graduates, accounting for 7% and 18% of the variance in outcomes. CONCLUSIONS: Overall, HSGPA and SATV score were predictive of student success (CGPA) in the allied health group as a whole and should continue to be used as part of the process of admission in higher education until such time that more predictive criteria are determined. The HSGPA was predictive of CGPA (r(2) = 0.38) in athletic training graduates, predicting more than one third of the professional program success. Athletic training educators should continue to use HSGPA as a predictor of success; however, they may wish to establish similar baseline comparisons between athletic training and other disciplines at their schools before determining the importance of standardized preadmission criteria for future students. This work should be considered a pilot study for the profession of athletic training and should be repeated at individual schools to determine the findings' applicability to other athletic training education programs.