Predictive validity of a Uniform Entrance Test for the health professionals

Objective: To investigate the predictive validity of Uniform Entrance Test for academic performance in the first two years in various health science degree programs. Methods: A retrospective analysis of admissions data and academic performance of students admitted in under-graduate programs of medicine, dentistry and pharmacy of three cohorts was taken. The independent and dependent variables were entry test scores and semester scores respectively. Spearman’s Correlation co-efficient was computed to determine the association between entrance test scores and semester scores for three groups. Results: Majority of the students were from the MBBS degree program (61%) with majority of female students (65%) in all three programs. In MBBS the highest correlation coefficient between entry test and semester scores was observed for semester one rs = 0.334 and lowest in semester four rs= 0.208. In BDS degree program both highest and lowest correlations were in semester one. In the Pharm-D degree program, a significant correlation was only seen in cohort 1 but not in the subsequent cohorts. Conclusion: The uniform entrance test has an incremental predictive validity for the MBBS and BDS programs as compared to Pharm-D. Better performance in the entrance test predicts higher semester scores and more likelihood of achieving higher scores in the first year as compared to the second year. How to cite this:Ali R, Ali SK, Afzal A. Predictive validity of a Uniform Entrance Test for the health professionals. Pak J Med Sci. 2019;35(2):---------. doi: https://doi.org/10.12669/pjms.35.2.334 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

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Performance in grade 12 mathematics and science predicts student nurses’ performance in first year science modules at a university in the Western Cape

Curationis ◽

10.4102/curationis.v40i1.1776 ◽

2017 ◽

Vol 40 (1) ◽

Cited By ~ 1

Author(s):

Katlego D.T. Mthimunye ◽

Felicity M. Daniels

Keyword(s):

South Africa ◽

Academic Performance ◽

Predictive Validity ◽

Life Science ◽

Student Nurses ◽

First Year ◽

Western Cape ◽

Cross Sectional ◽

Mathematics And Science ◽

First Year Student

Background: The demand for highly qualified and skilled nurses is increasing in South Africa as well as around the world. Having a background in science can create a significant advantage for students wishing to enrol for an undergraduate nursing qualification because nursing as profession is grounded in scientific evidence.Aim: The aim of this study was to investigate the predictive validity of grade 12 mathematics and science on the academic performance of first year student nurses in science modules.Method: A quantitative research method using a cross-sectional predictive design was employed in this study. The participants included first year Bachelor of Nursing students enrolled at a university in the Western Cape, South Africa. Descriptive and inferential statistics were performed to analyse the data by using the IBM Statistical Package for Social Sciences versions 24. Descriptive analysis of all variables was performed as well as the Spearman’s rank correlation test to describe the relationship among the study variables. Standard multiple linear regressions analysis was performed to determine the predictive validity of grade 12 mathematics and science on the academic performance of first year student nurses in science modules.Results: The results of this study showed that grade 12 physical science is not a significant predictor (p > 0.062) of performance in first year science modules. The multiple linear regression revealed that grade 12 mathematics and life science grades explained 37.1% to 38.1% (R2 = 0.381 and adj R2 = 0.371) of the variation in the first year science grade distributions.Conclusion: Based on the results of the study it is evident that performance in grade 12 mathematics (β = 2.997) and life science (β = 3.175) subjects is a significant predictor (p < 0.001) of the performance in first year science modules for student nurses at the university identified for this study.

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Relative Validity of the Orleans-Hanna Algebra Prognosis Test in the Prediction of Girls' and Boys' Grades in First-Year Algebra

Educational and Psychological Measurement ◽

10.1177/001316448504500221 ◽

1985 ◽

Vol 45 (2) ◽

pp. 361-367 ◽

Cited By ~ 4

Author(s):

Gerald S. Hanna ◽

Joan L. Sonnenschein

Keyword(s):

Predictive Validity ◽

Test Scores ◽

Eighth Grade ◽

First Year ◽

Relative Validity ◽

Eighth Grade Students

The relative predictive validity of girls' and boys' success in algebra is examined. Eighth-grade students took the Orleans-Hanna Algebra Prognosis Test. These prognosis test scores were correlated with grades that 519 girls and 421 boys subsequently earned in first-year algebra. Algebra grades of girls proved to be more predictable than those of boys ( p <.05). Comparison of the present findings with those of an earlier study suggest that no changes during a 14-year period in the differential predictive validity of the sexes is evident. Implications for counselors and teachers are drawn and discussed.

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Assessing core manipulative skills in a large, first-year laboratory

AJP Advances in Physiology Education ◽

10.1152/advan.00020.2007 ◽

2007 ◽

Vol 31 (3) ◽

pp. 266-269 ◽

Cited By ~ 6

Author(s):

Roger W. Moni ◽

Deanne H. Hryciw ◽

Philip Poronnik ◽

Lesley J. Lluka ◽

Karen B. Moni

Keyword(s):

Undergraduate Students ◽

Human Movement ◽

Degree Program ◽

Digital Data ◽

First Year ◽

Degree Programs ◽

Bachelor Of Science ◽

Core Skills ◽

Science Degree ◽

Undergraduate Programs

Responding to the concern from our faculty that undergraduate students do not have robust laboratory skills, we designed and implemented a strategy to individually teach and assess the manipulative skills of students in first-year laboratories. Five core laboratory skills were selected for the course entitled Human Biology, a large, first-year class of students, most of whom were enrolled in Bachelor of Pharmacy and Human Movement Studies. Here, we report details for the 365 students enrolled primarily in Pharmacy and Human Movement Studies bachelor degree programs in semester 1 of 2006. We designed a specific strategy to assess five core laboratory skills: 1) accurate and precise use of a micropipette, 2) calculation of dilutions and preparation of diluted samples of saline, 3) accurate representation of data using a graph, 4) use of a light microscope, and 5) acquisition of digital data by measuring the latent period for the Achilles reflex. Graduate tutors were trained to teach and assess each student on each skill. The development of competency was tracked for all students across all five skills. Most students demonstrated proficiency on their first attempt. The development of proficiency across the core skills depended on both the skill and degree program. In semester 2 of 2006, 854 students mostly enrolled in the Bachelor of Science degree program and were similarly taught and assessed on the same five core skills. This approach was an effective teaching and assessment strategy that, when applied beyond first year, should increase the level of laboratory skills across undergraduate programs in physiology.

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A framework for understanding student nurses’ experience of chemistry as part of a health science course

Chemistry Education Research and Practice ◽

10.1039/c7rp00217c ◽

2018 ◽

Vol 19 (2) ◽

pp. 597-616 ◽

Cited By ~ 1

Author(s):

Kerrie Boddey ◽

Kevin de Berg

Keyword(s):

Academic Performance ◽

Social Interaction ◽

Nursing Students ◽

Focus Groups ◽

Goal Orientation ◽

Student Nurses ◽

Working Hours ◽

Health Science ◽

First Year ◽

Total Cohort

Twenty-seven first-year nursing students, divided across six focus groups formed on the basis of their past chemistry experience, were interviewed about their chemistry experience as a component of a Health Science unit. Information related to learning and academic performance was able to be established from student conversations resulting in three themes (and associated categories): Connectivity (curriculum, application, and social interaction); Reductivity (nature of chemistry, exposition, and control of learning); and Reflexivity (confidence, anxiety, and goal orientation). The framework proved useful in portraying relationships between themes for conversations related to tutorial sessions, prior knowledge, and chemistry in nursing. The focus groups were representative of the total cohort of students in terms of gender, age, working hours, academic performance, enjoyment level of chemistry, and the extent of the relevance of chemistry to nursing. Implications for chemistry educators, especially those supporting novices, are considered.

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Tests of Scholastic Aptitude Cover Reasoning Facets Sufficiently

European Journal of Psychological Assessment ◽

10.1027/1015-5759/a000247 ◽

2016 ◽

Vol 32 (3) ◽

pp. 215-219 ◽

Cited By ~ 2

Author(s):

Johannes Schult ◽

Franziska T. Fischer ◽

Benedikt Hell

Keyword(s):

Academic Performance ◽

Test Scores ◽

Structural Equation ◽

Structural Equation Models ◽

First Year ◽

Aptitude Test ◽

Aptitude Tests ◽

Scholastic Aptitude ◽

Academic Aptitude ◽

Intelligence Test Scores

Abstract. This study explores how reasoning facets relate to tests of scholastic aptitude and to academic performance. Intelligence test scores and academic aptitude test scores from freshman students in science (n = 284) and economics (n = 359) as well as subsequent grades from their first year in college were used to analyze structural equation models. The direct influence of reasoning facets on academic performance is fully mediated by academic aptitude test scores. Numeric abilities dominate the aptitude tests’ predictive power. Verbal reasoning explains a significant amount of aptitude test score variance in science but not in economics. The mediation analysis suggests that verbal, numeric, and figural reasoning are covered sufficiently by the aptitude tests.

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Evaluation of a peer mentoring program for a mature cohort of first-year undergraduate paramedic students

AJP Advances in Physiology Education ◽

10.1152/advan.00129.2012 ◽

2013 ◽

Vol 37 (1) ◽

pp. 80-84 ◽

Cited By ~ 16

Author(s):

Deanne H. Hryciw ◽

Kathy Tangalakis ◽

Briony Supple ◽

Gill Best

Keyword(s):

Academic Performance ◽

Maximum Size ◽

Health Science ◽

First Year ◽

Mentoring Program ◽

Mentor Training ◽

Student Transition ◽

Individual Interviews ◽

Study Session ◽

Pass Program

The purpose of this study was to evaluate the effectiveness of a peer-assisted study session (PASS) program for a large class of Bachelor of Health Science (Paramedic) students. This cohort was made up predominantly of mature aged students who have not undertaken any study for many years. Within a bioscience first-year core subject, student mentees attended PASS sessions on a voluntary basis, with second-year Bachelor of Health Science (Paramedic) students acting as mentors. Mentors were recruited based on their outstanding academic performance in bioscience the previous year and selected based on group and individual interviews. Successful candidates participated in a compulsory 2 days of student mentor training and were supported throughout the program to develop their mentoring skills in both face-to-face workshops and online. Mentee students were allocated to a PASS session with a maximum size of 25 students/group that was facilitated by 2 student mentors. In general, the program was viewed favorably by both mentors and mentees. There was an increase in academic performance and a decrease in the fail rate of the mentee group compared with the cohort of students that did not participate in the PASS program. Importantly, mentees believed that the program improved their study skills and gave them confidence in their approach to studying. This is a significant consideration for the improvement of student transition and retention in a mature aged student cohort.

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Adjustment to college and academic performance: Insights from Filipino college freshmen in an allied health science course

10.35542/osf.io/74ysf ◽

2020 ◽

Author(s):

Mark Alipio

Keyword(s):

Academic Performance ◽

The Philippines ◽

Health Science ◽

First Year ◽

Radiologic Technology ◽

Adjustment To College ◽

Technology Students ◽

Bivariate Correlation ◽

Significant Difference ◽

Weighted Point

This paper aims to know the relationship between the level of adjustment to college and academic performance of first year Radiologic Technology students of a higher education institution in the Philippines. A descriptive-correlational study using survey questionnaire was employed to 132 respondents who were chosen through stratified random sampling and Slovin’s formula. Standard questionnaires were used to gather data on the demographic profile and level of adjustment of the respondents while the academic performance was measured through the Weighted Point Average (WPA) requested from the school’s Registrar. Results showed that the majority of the respondents are female (53.8%), belong to middle income class (34.8%), were from STEM (59.1%) and travel between one kilometer and 10 kilometers to school (34.1%). The study reported a moderate level of adjustment and a 2.63 overall WPA of students. Test of difference showed that there is significant difference in the academic adjustment and academic strand taken during SHS (p<0.05); and in the institutional attachment and proximity of house to school (p<0.05). Bivariate correlation among variables revealed that there is no significant relationship between the level of adjustment to college and academic performance of first year Radiologic Technology students College (p>0.05).

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Exploring the experience of postgraduate students in their transition from a health science to an educational scholarship in an African university setting

Scholarship of Teaching and Learning in the South ◽

10.36615/sotls.v1i1.14 ◽

2017 ◽

Vol 1 (1) ◽

pp. 78

Author(s):

Liezl Smit ◽

Rhoda Meyer ◽

Ilse Crafford ◽

Dianne Parris

Keyword(s):

Teaching And Learning ◽

Health Professions ◽

Health Science ◽

First Year ◽

The South ◽

Postgraduate Students ◽

Creative Commons ◽

African Context ◽

University Setting ◽

Educational Scholarship

Calls have emerged to improve the medical education process through scholarly teaching and education research. Little is known about the development as health professions educators of students enrolled in postgraduate Master’s-level programmes in an African context. This study explored the first-year experiences of students enrolled in the MPhil in Health Professions Education (HPE) at the University of Stellenbosch. The study confirms that Scholarship for Teaching and Learning (SOTL) for postgraduate students entering the health profession education paradigm from a health science background is challenging and provides pointers to advance SOTL in the South. How to cite this article: SMIT, Liezl; MEYER, Rhoda; CRAFFORD, Ilse; PARRIS, Dianne. Exploring the experience of postgraduate students in their transition from a health science to an educational scholarship in an African university setting. Scholarship of Teaching and Learning in the South, [S.l.], v. 1, n. 1, p. 78-90, sep. 2017. Available at: <http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=14>. Date accessed: 12 sep. 2017. This work is licensed under the Creative Commons Attribution 4.0 International License.To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

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