Correlation of Admission Criteria with Dental School Performance and Attrition

Abstract

This study was conducted to provide current information on the relationship between admission criteria and dental school performance, including the association of admission criteria and dental school outcomes such as remediation and attrition. Standard tests of bivariate association and multivariate regression models appropriate for continuous and discrete dependent variables were used to examine the relationship between multiple indicators of admission criteria and dental school performance for six recent classes at the University of Florida College of Dentistry (UFCD). The admission criteria included the undergraduate science grade point average (GPA), undergraduate non-science GPA, Dental Admissions Test (DAT) academic score, Perceptual Motor Aptitude Test (PMAT) score, and admission interview score. Measures of dental school performance were the National Dental Board Examination Part I and Part II (NB-I, NB-II) scores, yearly and final dental school GPA, and academic progress through the UFCD program. In general, most admission criteria were good bivariate indicators of dental school performance. Multivariate analyses indicated that students with higher undergraduate science GPAs and DAT academic scores were more likely to achieve higher NB-I and NB-II scores. The undergraduate science GPA and admission interview score were the most consistent determinants of dental school GPA. Students with lower undergraduate science GPAs, DAT academic scores, and PMAT scores were more likely to remediate, to repeat an academic year, or to be dismissed. Although bivariate differences were observed in several admission criteria of students who remediated one or more courses, repeated an academic year, or were dismissed, only the undergraduate science GPA and the PMAT score were indicators of programmatic progress in the multivariate analysis.Dr. Sandow is Clinical Associate Professor,

Egocentric versus Allocentric Spatial Ability in Dentistry and Haptic Virtual Reality Training

“…The results from the subsequent research investigating predictive validity of PAT, however, were not consistent. Although a few studies (e.g., Bellanti, Mayberry, & Tira, ; Gray & Deem, ) reported high correlation between PAT and preclinical grades in first‐year operative dentistry classes, a number of other studies found only weak to moderate correlations, suggesting that performance on PAT might not be a strong predictor of preclinical and clinical dental performance (Coy, McDougall, & Sneed, ; Curtis, Lind, Plesh, & Finzen, ; Hegarty, Keehner, Khooshabeh, & Montello, ; Oudshoorn, ; Ranney, Wilson, & Bennett, ; Sandow, Jones, Peek, Courts, & Watson, ). Moreover, Walcott, Knight, and Charlick () reported that PAT failed to significantly predict individual psychomotor performance on the first‐year operative dentistry exercises.…”

High School Grade, English Language Proficiency and Computer Skills as Predictors of Performance Over Five Years of Dental College: Analysis and Interpretation

“…The computer skill GPA and high school score were the most consistent determinants of dental college overall AGPA, this is consistent with the findings of the previous studies. [3][4][5][6][7][8][9] The majority of students with high school scores greater than 90% did not encounter academic problems during their enrolment whereas about a quarter (23.2%) of students with a score in the range of 85-90% did encounter academic problems. However, 33.8% of students with a score less than 85% are warned students.…”

“…[5][6][7][8][9][10][11][12][13][14] Other studies have found a weak correlation and concluded that the interview score may be one factor among many that indicates the likelihood of success during the clinical years of dental school, or that the interview score may enable educators to better anticipate any academic problems that may arise as a student progresses through the curriculum. [2][3][4][5][6][7][8][9][10][11][12][13][14][15] The marked differences that separate these studies may be readily attributed, however, to differences in the interviewing process as implemented by different schools. If dental schools are better able to identify students at risk, they may take active measures to prevent failure rather than rely on passive remedial measures after the fact.…”

“…Traditionally, the decisions to accept or reject candidates are based upon recommendation letters, high school performance as a measure of academic achievement, psychomotor skills, perceptual abilities, and an interview. [1][2][3][4] Dental students are required to acquire considerable amounts of knowledge in relatively short periods of time. Individuals with high cognitive ability should have more success in academic components of their programs, as suggested by previous studies.…”

“…Individuals with high cognitive ability should have more success in academic components of their programs, as suggested by previous studies. [3][4][5] It was reported that dental students who are admitted based on Aptitude Test scores do significantly better than those accepted through other factors and the Aptitude Test predicts academic performance of students during the first two years of dental training also correlate with grades in theory courses in dental college. 6 Thus the aim of this study was to investigate variables that influence student's performance in particular the correlation between high school scores, English language proficiency and computer skills on the academic progression and overall performance in the dental program.…”