Influence of year-on-year performance on final degree classification in a chiropractic master's degree program

Abstract

Early academic performance is weakly correlated with final-year clinic internship performance. The modules of Anatomy and Histopathology year 3 and Problem Solving year 3 emerged more consistently than other modules as being associated with final-year classifications.

Engagement as predictors of performance in a single cohort of undergraduate chiropractic students

“…Being able to identify students at risk of poor performance with the possibility of ameliorating such risk by appropriate intervention seems a self-evident goal. In light of this, several studies have attempted to predict students' academic performance, using preentry academic criteria, [1][2][3] intraprogram performance, 4 intraprogram nonacademic criteria, 5 and noncognitive assessments. 6 It is to be expected that a small number of students across higher education fail to perform to the required standard of the assigned learning outcomes for their year of study; and this is no different for students undertaking chiropractic training.…”

“…While these studies have focused on potential predictors before a student starts their undergraduate training, few have attempted to explore intraprogram academic performance as a method of predicting future academic performance and degree classification. 4 While the majority of studies have looked at academic markers to predict performance, a relatively small number have begun to explore nonacademic factors. Drawing on the work of Lotkowski et al 9 and Chow, 5 nonacademic factors can be summarized as factors that influence a student's psychological wellbeing, their sociodemographic background, and overall motivation with their program of study (including educational aspirations, class attendance and hours spent studying).…”

Pre-entry Selection Assessment Results and Final Degree Outcomes of Occupational Therapy Students: Are There Relationships?

“…This includes consideration of what other variables (i.e. psychological well-being; motivation; teaching and learning opportunities) may have an impact upon a student's journey and degree classification (Dewhurst et al, 2015) and how such variables might be measured at the point of OT education selection, duration and completion. There is also a requirement for research to explore the identified areas of uncertainty related to the robust assessment and recording of academic and professional skills at selection and to develop a streamlined, evidence-based framework upon which to base recruitment decisions.…”

“…Student numbers were randomized, with individual preadmission and graduation data inputted into a spreadsheet. Data was cleaned of demographic and identifiable references relating to age at entry, nationality and gender, to reduce the risk of the author deducing the identities of individuals (Dewhurst et al, 2015;Lee, 2000).…”

Admissions criteria as predictors of first-term success at a chiropractic institution

“…First-year grades have been found to influence degree attainment at a chiropractic school. 30 Additionally, undergraduate organic chemistry class performance is a statistically significant indicator of chiropractic biochemistry class performance. 31 Undergraduate GPA range also had a statistically significant relationship with chiropractic biochemistry course grades.…”