Systematic review of noncognitive factors influence on health professions students’ academic performance

Chisholm-Burns, Marie A.; Berg‐Poppe, Patti; Spivey, Christina A.; Karges-Brown, Joy; Pithan, Anne

doi:10.1007/s10459-021-10042-1

Cited by 34 publications

(42 citation statements)

References 166 publications

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“…A comprehensive systematic review conducted by Chisholm-Burns et al 11 also examined evidence of the relationships between select noncognitive factors, including resilience, and academic performance of health professions students. Like Stoffel and Cain 6 , Chisholm-Burns et al 11 noted several previous studies demonstrated a positive and significant association between nursing and medical students' resilience and academic performance. However, no published studies involving pharmacy students were located examining this potential relationship.…”

Section: A J P Ementioning

confidence: 99%

“…However, no published studies involving pharmacy students were located examining this potential relationship. 11 To minimize attrition and delayed graduation, and to better understand how resilience affects pharmacy students' academic performance, the purpose of this study was to take the first step and examine the relationship between academic resilience and academic success among first-year pharmacy (P1) students (academic success was defined as achieving a passing grade in a Pharmacy Math course by the end of the P1 fall semester).…”

Section: A J P Ementioning

confidence: 99%

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Resilience and First-Year Pharmacy Students’ Academic Performance in a Pharmacy Math Course

Chisholm-Burns

Berg‐Poppe

Spivey

et al. 2021

American Journal of Pharmaceutical Education

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Objective. Studies examining the relationship between pharmacy students' resilience and academic performance are lacking. Therefore, the purpose of this study was to examine the relationship between academic resilience and academic success (defined as achieving a passing grade in a Pharmacy Math course) in pharmacy students. Methods. A cross-sectional survey utilizing the Academic Pharmacy Resilience Scale (APRS-16) was conducted in two cohorts of first-year pharmacy (P1) students (n=374) during first-year fall orientation in 2019 and 2020. The following data were also collected from student records: demographics, pre-pharmacy grade point average (GPA), Pharmacy Math outcome (passing/failing course), and Pharmacy Math final numerical grade. Correlational, multiple logistic regression, and multiple linear regression analysis were conducted. Results. Response rate was 98.1%, and approximately 95% of participants passed Pharmacy Math. No statistically significant correlations were found between Pharmacy Math final pass/fail outcome or Pharmacy Math final numerical grade and APRS-16 overall and subscale scores. In multiple logistic regression, neither pre-pharmacy GPA nor APRS overall scale or subscale scores were significantly associated with final Pharmacy Math outcome (passing/failing). In multiple linear regression, pre-pharmacy GPA was significantly associated with Pharmacy Math final numerical grade, but APRS-16 overall score and subscale scores were not. Conclusion. First-year pharmacy students' performance in Pharmacy Math was not influenced by academic resilience. Future studies should assess whether academic resilience may affect performance in other courses as well as performance in the Doctor of Pharmacy curriculum.

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Section: A J P Ementioning

confidence: 99%

Section: A J P Ementioning

confidence: 99%

Resilience and First-Year Pharmacy Students’ Academic Performance in a Pharmacy Math Course

Chisholm-Burns

Berg‐Poppe

Spivey

et al. 2021

American Journal of Pharmaceutical Education

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“…However, these factors are inconsistently evaluated before or after matriculation and their relationship to performance is unclear. A review of 5 non-cognitive factors influence on academic performance in health professions students found inconsistent results among studies, and the authors caution against broad interpretation and implementation until more is known [ 8 ]. Our review aimed to expand upon this by examining the rehabilitation professional student population specifically, which is unique from medical, dental, and other health professions students.…”

Section: Introductionmentioning

confidence: 99%

The relationship of non-cognitive factors to academic and clinical performance in graduate rehabilitation science students in the United States: a systematic review

Reynolds

Bazemore

Hanebuth

et al. 2021

J Educ Eval Health Prof

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Purpose: Rehabilitation science programs utilize cognitive and non-cognitive factors to select students who can complete the didactic and clinical portions of the program and pass the licensure exam. Cognitive factors such a prior grade point average and standardized test scores are known to be predictive of academic performance, but the relationship of non-cognitive factors and performance is less clear. The purpose of this systematic review was to explore the relationship of non-cognitive factors to academic and clinical performance in rehabilitation science programs.Methods: A search of 7 databases was conducted using the following eligibility criteria: graduate programs in physical therapy (PT), occupational therapy, speech-language pathology, United States-based programs, measurement of at least 1 non-cognitive factor, measurement of academic and/or clinical performance, and quantitative reporting of results. Articles were screened by title, abstract, and full text, and data were extracted.Results: After the comprehensive screening, 21 articles were included in the review. Seventy-six percent of studies occurred in PT students. Grit, self-efficacy, emotional intelligence, and stress were the most commonly studied factors. Only self-efficacy, emotional intelligence, and personality traits were examined in clinical and academic contexts. The results were mixed for all non-cognitive factors. Higher grit and self-efficacy tended to be associated with better performance, while stress was generally associated with worse outcomes.Conclusion: No single non-cognitive factor was consistently related to clinical or academic performance in rehabilitation science students. There is insufficient evidence currently to recommend the evaluation of a specific non-cognitive factor for admissions decisions.

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“…Previous studies indicate the select noncognitive factors of grit, locus of control, the Big Five Personality Traits, and perceived stress may be associated with learning and academic success among health professions students. [9][10][11][12][13][14][15][16][17][18][19][20] For example, studies conducted by Munro 19 , Ofori and Charlton 14 , and Webb et al 20 , found higher internal locus of control (or perceptions of control over one's life) was associated with better academic performance among nursing and medical students. Among 16 studies specifically in pharmacy A J P E A c c e p t e d D r a f t were calculated to determine internal consistency (reliability) of the instruments.…”

Section: Introductionmentioning

confidence: 99%

“…31 The Big Five Inventory (BFI) is a measure of five personality traits: extroversion, agreeableness, conscientiousness, neuroticism, and openness (as previously mentioned, conscientiousness and openness subscale scores were not utilized in this analysis to be parsimonious, as there is a lack of evidence concerning their relationships to academic performance among pharmacy students.). 9,59,60 The BFI includes 44 items scored on a 5-point Likert scale ranging from 1= "disagree strongly" to 5= "agree strongly." Scores were calculated for each subscale/personality trait, with multiple reverse-scored items.…”

Section: Introductionmentioning

confidence: 99%

Developing a Framework of Relationships Among Noncognitive Factors in Doctor of Pharmacy Students’ Academic Performance

Chisholm-Burns

Berg‐Poppe

Spivey

et al. 2021

American Journal of Pharmaceutical Education

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Objective. To develop a framework of the effects of select noncognitive factors (grit, perceived stress, internal locus of control, and select Big Five Personality Traits) on pharmacy students' academic performance. Methods. A survey measuring select noncognitive factors was administered to two cohorts of first-year pharmacy (P1) students (entering classes of 2019 and 2020, n=374) during fall orientation. Demographics, pre-pharmacy GPA, and P1 fall semester GPA were collected from student records. Structural equation modeling (SEM) was conducted to assess the proposed framework. Results. Academic performance was directly influenced by students' (n=367; 98.1%) perceived stress and neuroticism and indirectly influenced by internal locus of control and neuroticism (via perceived stress as mediator). Neuroticism has a complex relationship in the models as it was directly and positively associated with academic performance, and also indirectly contributed to decreased academic performance via a positive association with perceived stress. Squared multiple correlations indicated 13% and 9% of the variance in academic performance in the first final model (academic performance measured by pre-pharmacy GPA and P1 fall GPA) and second final model (academic performance measured by P1 fall GPA), respectively, were explained by the predictor variables. Conclusion.Evidence provided by SEM supports select noncognitive factors, namely perceived stress, neuroticism, and internal locus of control, have direct and indirect effects on the academic success of P1 students. The model variances of 9% and 13% represent 36% to 52% of the predictive value of the most commonly accepted cognitive measures used to determine students' potential for academic success.

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Systematic review of noncognitive factors influence on health professions students’ academic performance

Cited by 34 publications

References 166 publications

Resilience and First-Year Pharmacy Students’ Academic Performance in a Pharmacy Math Course

Resilience and First-Year Pharmacy Students’ Academic Performance in a Pharmacy Math Course

The relationship of non-cognitive factors to academic and clinical performance in graduate rehabilitation science students in the United States: a systematic review

Developing a Framework of Relationships Among Noncognitive Factors in Doctor of Pharmacy Students’ Academic Performance

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