Imperfect physician assistant and physical therapist admissions processes in the United States

Abstract

We compared and contrasted physician assistant and physical therapy profession admissions processes based on the similar number of accredited programs in the United States and the co-existence of many programs in the same school of health professions, because both professions conduct similar centralized application procedures administered by the same organization. Many studies are critical of the fallibility and inadequate scientific rigor of the high-stakes nature of health professions admissions decisions, yet typical admission processes remain very similar. Cognitive variables, most notably undergraduate grade point averages, have been shown to be the best predictors of academic achievement in the health professions. The variability of non-cognitive attributes assessed and the methods used to measure them have come under increasing scrutiny in the literature. The variance in health professions students’ performance in the classroom and on certifying examinations remains unexplained, and cognitive considerations vary considerably between and among programs that describe them. One uncertainty resulting from this review is whether or not desired candidate attributes highly sought after by individual programs are more student-centered or graduate-centered. Based on the findings from the literature, we suggest that student success in the classroom versus the clinic is based on a different set of variables. Given the range of positions and general lack of reliability and validity in studies of non-cognitive admissions attributes, we think that health professions admissions processes remain imperfect works in progress.

Passing the NBCOT Examination: Preadmission, Academic, and Fieldwork Factors

“…A meta-analysis by Kuncel, Hezlett, and Ones (2001) determined that undergraduate GPA and performance on the Graduate Record Examination (GRE) are generally valid predictors of future academic performance in graduate school. This finding that past academic performance predicts future academic performance has been replicated in studies focused exclusively on OT graduate students (Kirchner & Holm, 1997;Kirchner, Stone, & Holm, 2000;Lysaght, Donnelly, & Villeneuve, 2009) as well as in studies on students in other related health care professions (Halberstam & Redstone, 2005;Jones, Simpkins, & Hocking, 2014;Keskula, Sammarone, & Perrin, 1995;Utzman, Riddle, & Jewell, 2007a). In addition, Bathje, Ozelie, and Deavila (2014) and Kirchner et al (2000) identified correlations between undergraduate GPA and GRE scores and future performance on fieldwork and academic performance at the graduate level among OT students.…”

Preadmission predictors of graduation success from a physical therapy education program in the United States

“…Past evidence has demonstrated certain associations between preadmission predictors and various outcomes. Jones et al [4] in 2014 reviewed the admissions processes of PT and physician assistant programs and noted UGPA to be the best predictor of academic success. Ruscingno et al [1] in 2010 found that UGPA was correlated with the basic sciences GPA after the first professional year [1].…”

Exploring Anatomy Coursework and Perceptions of Occupational Therapy Students: A Survey Study

“…Additionally, undergraduate or preadmission grade point averages were not explored. Undergraduate grade point average (GPA) has commonly been used as an indicator for academic performance and success among occupational therapy and other health professional students (Bathje et al, 2014;Huhn & Parrott, 2017;Novalis et al, 2017;Lysaght et al, 2009;Jones et al, 2014;Salvatori, 2001). However, undergraduate GPA is not necessarily predictive of clinical success among occupational therapy students.…”