Relationships among common measures of student performance and scores on the North American Veterinary Licensing Examination

Danielson, Jared A.; Wu, Tsui Feng; Molgaard, Laura K.; Preast, Vanessa

doi:10.2460/javma.238.4.454

Cited by 13 publications

(12 citation statements)

References 12 publications

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“…12 The correlation of SGPA to the NAVLE in the current study (r ¼ .236) is consistent with and falls in the middle of the results of a similar two-institution comparison of undergraduate GPA to the NAVLE from 2009 students (r ¼ .37) and 2010 students (r ¼ .16). 2 In the current study, correlation of the SGPA with the individual AVMA-COE Professional Competencies scores was not statistically significant except for a moderate correlation with the individual communication and ethics score.…”

Section: Discussioncontrasting

confidence: 63%

“…Both of the latter findings are consistent with a recent report that found correlations of r ¼ .22 and r ¼ .14 between GRE and the cumulative veterinary GPA for the classes of 2009 and 2010, respectively, and found a weak correlation of GRE with the NAVLE (r ¼ .23 and r ¼ .30, respectively). 2 In the current report, GRE did not significantly correlate with any AVMA-COE Professional Competency except for a negative correlation of the verbal portion of the GRE with the basic surgical skills competency score. Based on the data of this report and others, the traditional key objective criteria for veterinary Table 4: Correlation of AVMA-COE Competency scores with annual cumulative GPA, final class rank, and the NAVLE score.…”

Section: Discussioncontrasting

confidence: 62%

“…5,[7][8][9][10][11][12][13][14][15] The GRE is the most widely used with 25 US Veterinary Schools reporting scores. 2 In the current study, the total GRE was only weakly associated with the annual GPA in the first (r ¼ .232) and second (r ¼ .214) years of the curriculum and with the final class rank (r ¼ À.197). GRE was also weakly associated with the NAVLE (r ¼ .171) in the current study.…”

Section: Discussionmentioning

confidence: 44%

“…[3][4][5][6][7][8][9][10][11] The correlation of SGPA to the final class rank found in this study (r ¼ À.346) is consistent with the associations from previous studies and the most recent report available. 2 The GPA of required pre-veterinary school courses was a moderate predictor (r ¼ .20) of the forerunner to the NAVLE, the National Board Examination, in a previous report. 12 The correlation of SGPA to the NAVLE in the current study (r ¼ .236) is consistent with and falls in the middle of the results of a similar two-institution comparison of undergraduate GPA to the NAVLE from 2009 students (r ¼ .37) and 2010 students (r ¼ .16).…”

Section: Discussionmentioning

confidence: 75%

“…1 Several previous studies have demonstrated correlation between undergraduate GPA, Graduate Record Examination (GRE) scores, performance in veterinary school, and even performance on the NAVLE, but these conclusions are often limited to the venue and time period of the study. [2][3][4][5][6][7][8][9][10][11][12][13][14][15][16][17][18][19] Weight allocated to each of these admissions components varies among veterinary schools and often varies from year to year within each veterinary school.…”

Section: Introductionmentioning

confidence: 99%

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Correlation of Pre-Veterinary Admissions Criteria, Intra-Professional Curriculum Measures, AVMA-COE Professional Competency Scores, and the NAVLE

Roush¹,

Rush²,

White³

et al. 2014

Journal of Veterinary Medical Education

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Data consisting of preadmission criteria scores, annual and final cumulative grade point averages (GPAs), grades from individual professional courses, American Veterinary Medical Association Council on Education (AVMA-COE) Competency scores, annual class rank, and North American Veterinary Licensing Exam (NAVLE) scores were collected on all graduating DVM students at Kansas State University in 2009 and 2010. Associations among the collected data were compared by Pearson correlation. Pre-veterinary admissions criteria infrequently correlated with annual GPAs of Years 1-3, rarely correlated with the AVMA-COE Competencies, and never correlated with the annual GPA of Year 4. Low positive correlations occurred between the NAVLE and the Verbal Graduate Record Examination (GRE) (r=.214), Total GRE (r=.171), and the mean GPA of pre-professional science courses (SGPA) (r=.236). Annual GPAs strongly correlated with didactic course scores. Annual GPAs and final class rank strongly correlated (mean r=-.849), and both strongly correlated with the NAVLE score (NAVLE: GPAs mean r=.628, NAVLE: final class rank r=-.714). Annual GPAs at the end of Years 1-4 weakly correlated or did not correlate with the AVMA-COE Competencies. The AVMA-COE Competencies weakly correlated with scores earned in didactic courses of Years 1-3. AVMA-COE Competencies were internally consistent (mean r=.796) but only moderately correlated with performance on the NAVLE (mean r=.319). Low correlations between admissions criteria and outcomes indicate a need to reevaluate admission criteria as predictors of school success. If the NAVLE remains the primary discriminator for veterinary licensure (and the gateway to professional activity), then the AVMA-COE Competencies should be refined to better improve and reflect the NAVLE, or the NAVLE examination should change to reflect AVMA-COE Competencies.

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Section: Discussioncontrasting

confidence: 63%

Section: Discussioncontrasting

confidence: 62%

Section: Discussionmentioning

confidence: 44%

Section: Discussionmentioning

confidence: 75%

Section: Introductionmentioning

confidence: 99%

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Correlation of Pre-Veterinary Admissions Criteria, Intra-Professional Curriculum Measures, AVMA-COE Professional Competency Scores, and the NAVLE

Roush¹,

Rush²,

White³

et al. 2014

Journal of Veterinary Medical Education

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Basic science knowledge underlies clinical science knowledge and clinical problem solving: evidence from veterinary medicine

Danielson,

Burzette,

Bailey

et al. 2024

Adv in Health Sci Educ

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Medical sciences education emphasizes basic science learning as a prerequisite to clinical learning. Studies exploring relationships between achievement in the basic sciences and subsequent achievement in the clinical sciences generally suggest a significant positive relationship. Basic science knowledge and clinical experience are theorized to combine to form encapsulated knowledge– a dynamic mix of information that is useful for solving clinical problems. This study explores the relationship between basic science knowledge (BSK), clinical science knowledge (CSK), and clinical problem-solving ability, as measured within the context of four veterinary colleges using both college-specific measures and professionally validated, standardized measures of basic and clinical science knowledge and problem-solving ability. Significant correlations existed among all variables. Structural equation modeling and confirmatory factor analysis were used to produce models showing that newly acquired BSK directly and significantly predicted BSK retained over time and newly acquired CSK, as well as indirectly predicted clinical problem-solving ability (mediated by newly acquired CSK and BSK retained over time). These findings likely suggest a gradual development of schema (encapsulated knowledge) and not an isolated development of biomedical versus clinical knowledge over time. A broader implication of these results is that explicitly teaching basic science knowledge positively and durably affects subsequent clinical knowledge and problem-solving ability independent of instructional strategy or curricular approach. Furthermore, for veterinary colleges specifically, student performance as measured by both course-level and standardized tests are likely to prove useful for predicting subsequent academic achievement in classroom and clinical settings, licensing examination performance, and/or for identifying students likely in need of remediation in clinical knowledge.

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Path Analysis of Admission and Program Achievement Variables to Predict Physician Assistant National Certifying Examination Performance: Results of a 6-Year Study

Woltenberg,

Rudolph

2023

J Physician Assist Educ

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Purpose The primary aim of this study was the examination of relationships between students' preadmission achievement, intraphysician assistant (PA) program achievement, and Physician Assistant National Certifying Examination (PANCE) performance using path analysis regression. Second, this study explored the extent to which the theoretical model differed based on several key demographic variables: sex and undergraduate major. Methods This retrospective, single-institution study examined data from 2015 to 2022 (n = 322). Analysis included descriptive statistics, bivariate correlations, and path analysis using structural equation modeling to examine direct, indirect, and total effects of all predictors on the primary outcome variable, PANCE. Results PACKRAT-I demonstrated the largest total effect size on PANCE total score (β = .45). Total effect size on PANCE was small yet significant for prerequisite grade point average (GPA), Graduate Record Exam verbal and quantitative subscores, a comprehensive didactic cardiology examination, didactic and clinical year GPAs, and End of Rotation examination mean score (β < .25). The relationship between mean preceptor evaluation score and PANCE was nonsignificant. Subgroup analyses showed differences between female and male in the relationship between several didactic variables and preceptor evaluations. No differences were detected between groups based on undergraduate major. Conclusion This PANCE analysis revealed relationships among pre-PA and intra-PA performance metrics that may subsequently support data-informed strategies for programs to identify at-risk students, aid student success, and support the assessment of curriculum. Future studies should replicate the approach using a larger, multi-institution sample that examines additional preprogram and intraprogram achievement variables.

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Relationships among common measures of student performance and scores on the North American Veterinary Licensing Examination

Abstract: Results indicated that for veterinary school students, GRE scores, UGPA, VGPA, and QE scores could be used to predict scores on the NAVLE. This suggests that these measures could prove useful to veterinary schools when admitting students or preparing them for the NAVLE.

Cited by 13 publications

References 12 publications

Correlation of Pre-Veterinary Admissions Criteria, Intra-Professional Curriculum Measures, AVMA-COE Professional Competency Scores, and the NAVLE

Correlation of Pre-Veterinary Admissions Criteria, Intra-Professional Curriculum Measures, AVMA-COE Professional Competency Scores, and the NAVLE

Basic science knowledge underlies clinical science knowledge and clinical problem solving: evidence from veterinary medicine

Path Analysis of Admission and Program Achievement Variables to Predict Physician Assistant National Certifying Examination Performance: Results of a 6-Year Study

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